— 



^v 




LIBRARY OF CONGRESS. 



Shelf -JlEi 

, 

UNITED STATES OF AMERICA. 






^ 



The Science of the Mind 
Applied to Teaching. 



INCLUDING THE HUMAN TEMPERAMENTS AND THEIR 

INFLUENCES UPON THE MIND; THE ANALYSIS 

OF THE MENTAL FACULTIES, AND HOW TO 

DEVELOP AND TRAIN THEM ; THE THEORY 

OF EDUCATION AND THE SCHOOL ; AND 

METHODS OF INSTRUCTION AND 

SCHOOL MANAGEMENT. 



BY 

U. J. HOFFMAN, 

Vice-President of Jennings Seminary and Normal School, and Professor 
of Belles-Lettres and Teachers' Training. 



ILLUSTRATED. 






NEW YORK: 

FOWLER & WELLS COMPANY, 

753 Broadway. 

1885, 






■\ 



Copyright, 1883, 
FOWLER & WELLS COMPANY. 



DEDICATION. 



To the Children and Young Ladies and Gentlemen 
whom it has been his pleasure to serve as teacher and 
who by their friendship and their appreciation oj 
the good and the true, have encouraged him and 
caused him to love his work, this volume is Affec- 
tionately Dedicated by THE A UTHOR. 



PREFACE. 



It is an almost universally accepted truth that a right education 
will secure virtue and power, and that virtue and power are the 
essentials of individual and national well-being. Education is 
then the supreme interest of the age. It is only recently, since 
republican principles are accepted as the true foundation of right 
government, that the education of all the youth has come to be re- 
garded of prime importance. The proper interest in the cause of 
education is just beginning to be felt by all classes of people. 
And although in the last twenty-five years much has been writ- 
ten, yet we are a long way from the " Science of Education." In 
the mean time it is fitting that teachers should help one another, 
by the exchange of ideas. It is because the principles which are 
presented in the following pages have been very helpful to me, 
and the hope that they may be so to others, that I present this 
volume to my fellow teachers. It has been prepared in the spirit 
of broadest liberality, appreciating the high aims and valuable 
thoughts of others. I have freely appropriated what I thought 
good from all sources ; and I ask only the same from others — take 
the good and reject the spurious. Even though all do not ag'ree 
with me in all that is here said, if my work tends to arouse a 
higher purpose, and to quicken a desire for a better knowledge of 
the truth, my labors will not be in vain. 

As far as possible authors have been given credit in the proper 
place. But I am especially indebted to the Indiana State Normal 



Vi PREFACE. 

School, at Terre Haute, Ind., for ideas on the Theory of Education 
and the School. Were their views published, I would gladly give 
the name of publisher that all might see to what extent I have 
drawn from them. 

The mental philosophy here employed is the system known as 
Phrenology. I have satisfied myself fully as to the correctness of 
its principles, and think that any one laying aside prejudice and 
investigating by observation will also be satisfied. Saying noth- 
ing as to its value as an index to individual character, yet as ex- 
plaining mental manifestation it is so simple and so accords with 
human nature and the experience of mankind that it commends 
itself at once to the student. The facts pertaining to the human 
mind and charcter as set forth by this system are so eminently 
practical that they will be gladly accepted by teachers who have 
never studied mental philosophy, and by those who have striven 
in vain to get some useful ideas from the speculative systems. 

This work has been prepared while doing full work in the class- 
room and caring in part for the interests of a large school. It is, 
no doubt imperfect in many respects, and I solicit correspondence 
from teachers asking for criticisms and suggestions of improve- 
ment, that shoidd a future edition be called for, it may be much 
improved. 

With the hope that my labor may be helpful, especially to 
young teachers, I am Sincerely, 

Your co-worker, U. J. H. 

Jennings Seminary and Normal School, 
Aurora, III., August 12, 1885. 



TABLE OK CONTENTS, 



CHAPTER I. 

FIRST PRINCIPLES. 

PAGE. 

Mental and Physical nature 

of Man 13 

The Educator 13 

Influence of the Physical 

upon the Mental nature . 14 

CHAPTER II. 

THE TEMPERAMENTS. 

Motive Temperament 20 

Physical Characteristics. 20 

Mental Characteristics. . 22 

Boys and Girls in School. 22 

Cultivation 22 

The Vital Temperament. . . 23 

Physical Characteristics. 24 

Mental Characteristics . . 25 

Bovs and Girls in School 26 

Cultivation 27 

The Mental Temperament. 27 

Physical Characteristics. 27 

Mental Characteristics. . 27 

Boys and Girls in School 28 

Cultivation 29 

Combination of the Tem- 
peraments 29 

What makes a Great Man . 30 

Effects of Temperament on 

Judgment 32 

CHAPTER in. 

BRAIN AND MIND. 

Mind Defined 34 

Faculty Defined 34 

A Power not a Faculty. . . . 35 



PAGE. 

Relation of the Brain to the 

Mind 35 

Relation of a Mental Facul- 
ty to the Brain 35 

How to estimate the rela- 
tive strength of each 

Faculty 38 

CHAPTER IV. 

CLASSIFICATION OF THE MENTAL 
FACULTIES. 

The Feelings 39 

The Self-relatives 42 

The Selfish Propensi- . 

ties 42 

The ^Esthetic Facul- 
ties 45 

The Socials 45 

The Domestic Propen- 
sities 48 

The Governing Group . 49 
The Conforming or 

Moral Sentiments ... 50 

The Intellect 51 

The Perceptives 54 

Classification 54 

The Reflectives 55 

CHAPTER V. 

ANALYSIS OF THE FACULTIES. 

Self Relatives 56 

Selfish Propensities 57 

Love of Life 57 

Alimentiveness 60 

Location 60 



via 



CONTENTS. 



PACE. 

Function 00 

Training 01 

Acquisitiveness 04 

Location 04 

Function 04 

Cultivation 00 

Destructiveness 08 

Location 08 

Function 08 

Training 70 

Combativeness 71 

Location 71 

Function 71 

Training 73 

Cautiousness 75 

Location 75 

Function 70 

Training 77 

Secretiveness 79 

Location 79 

Function 79 

Training 81 

Constructiveness 82 

Location 82 

Function 83 

Cultivation 84 

CHAPTER VI. 

THE JESTHETICAL FACULTIES. 

Ideality 85 

Location 85 

Function 85 

Cultivation 89 

Sublimity 90 

Location 90 

Function 90 

Cultivation 92 

Mirthfulness 92 

Location 92 

Function 93 

Cultivation 90 

CHAPTER VII. 

THE SOCIALS. 

Domestic AflVctions 97 

Amativeness 97 

Location 97 



PAGF. 

Function 97 

Cultivation OS 

Love for Children 101 

Location 1**1 

Function 102 

Cultivation 102 

Friendship 103 

Location 103 

Function 103 

Cultivation 105 

Inhabitiveness 106 

Location 100 

Function 106 

Cultivation 108 

Remarks on the Ali'ec- 

tions 108 

CHAPTER VHI. 

THE GOVERNING GROUP. 

Self-Esteem 112 

Location 112 

Function 112 

Cultivation 114 

Restraint 115 

Love of Approbation 117 

Location 117 

Function 117 

Cultivation 117 

Firmness 122 

Location 122 

Function 122 

Cultivation 124 

Conscientiousness 125 

Location 1 25 

Function 125 

Cultivation 128 

CHAPTER IX. 

THE CONFORMING GROUPS. 

Veneration 132 

Location 1 30 

Fund ion 132 

Cultivation 135 

Kindness or Benevolence. . 136 

1 local i<>n 136 

Function 136 

Cultivation 138 



CONTENTS. 



PAGE. 

Hope 140 

Location 140 

Function 140 

Cultivation 141 

Imitation 142 

Location 1 42 

Function 143 

Faith or Credensiveness . . . 146 

Location 140 

Function 140 

Cultivation 148 

CHAPTER X. 
THE INTELLECT. 

Analysis 150 

To what objects related... 150 

Consciousness 151 

Language an index to In- 
tellect 152 

Classification of Faculties. 153 

Perceptives 154 

Reflectives 155 

CHAPTER XL 

THE PERCEPTIVES. 

Individuality 157 

Location 157 

Function 157 

Form 160 

Size 161 

Weight 162 

Color 163 

Order 164 

Number 166 

Language 167 

Tune . 170 

Time 172 

Locality 172 

Eventuality 173 

CHAPTER XII. 

THE REFLECTIVES. 

Comparison 175 

Location 175 

Function 175 

Causality 177 

Location 177 



PAG1 . 

Function 177 

CHAPTER XIII. 

POWERS OF THE INTELLECT. 

Laws of Activity 180 

Perception 182 

Conception 183 

Imagination 185 

Abstraction 185 

Generalization 186 

Synthesis 187 

Analysis 187 

Concept Defined 187 

Kinds of Concepts is? 

Concrete 187 

Abstract 188 

Particular 188 

General 188 

Division 188 

Description 189 

Definition IS!) 

Memory 190 

Reason 191 

Kinds of Reasoning 193 

Deductive 193 

Inductive 193 

Hypothesis and Theory ... 194 

CHAPTER XIV. 

THE THEORY OF EDUCATION. 

Source 199 

Mental Nature of the Low- 
er Animals 199 

Mental Nature of Man .... 201 
The Harmonizer of Man's 

Nature 202 

The Right 204 

What Man Must Do 205 

The Ideal Man 206 

The Purpose of Man's Be- 
ing 207 

Education 207 

Instruction 207 

Training 207 

A Process of Liberation. 208 

A Directing Process 209 

Man a Social Being 210 



X 



CONTENTS. 



PACE. 

The Place for Education. . . 211 

Social Unions 211 

The Family 211 

Home Education 212 

Society 213 

The State 213 

CHAPTER XV. 

SCHOLARSHIP. 
Restraints on the Intellect. 215 
Liberation of the Intellect. 216 
Studies that are Funda- 
mental 218 

Language 219 

Geography 220 

History.. 221 

Arithmetic 222 

Physiology and Hygiene. 222 

Natural Sciences 223 

Summary 224 

When to Study the Rudi- 
ments 224 

Objective Period 226 

Time of Objective Per- 
iod 225 

Studies of Objective 

Period 225 

Subjective Period 226 

Time of Subjective Per- 
iod 226 

Studies of Subjective 

Period 226 

Transitional Period 227 

Studies 227 

Demand and Supply 228 

CHAPTER XVI. 

CONDUCT. 

Conformity 229 

Order 230 

How to Secure Order. . . . 232 

Duty of the Teacher 233 

Silence 234 

Politeness 235 

Duty of the Teacher in. . 2:17 
Stn.lv 2:i7 

Duty of the Teacher in. . 237 



CHAPTER XVII. 
Principles underlying 

Methods 241 

CHAPTER XVHI. 

HOW TO TEACH LANGUAGE. 

Reading 252 

The Alphabet Method 252 

The Word Method 253 

Points to be Remembered. 255 
Advantages of Word 

Method 256 

First Reader 256 

Second Reader 258 

Third Reader 259 

Advance Reader 260 

Fourth Reader 260 

Fifth Reader 261 

Spelling 261 

Auricular Method 202 

Occular Method 202 

Primary Spelling 263 

Spelling in Secondary 

Classes 265 

Oral Spelling 265 

Written Spelling 265 

Orthography for Advanced 

Classes 268 

The Mother Tongue 271 

How to Talk 274 

How to Write 289 

Grammar 305 

How to Teach Grammar. 305 
Objects to Gain by the 

Study of Grammar. . . . 306 

Outlining in Grammar .... 309 

CHAPTER XIX. 

SCIENCE. 

Geography 314 

Primary Geography .... 316 

Oral Geography 316 

Text-book Work 319 

Advanced ( j-eography . . . 319 

Topic-list in Geography 320 

Particular Geography. . . 324 



CONTENTS. 



XI 



PAGE. 

History 324 

Uses of the Study of His- 
tory 326 

Ends to be Sought 326 

Preparatory History .... 327 

First Course 328 

• Second Course 330 

Systematic History 331 

Outline of History 333 

Arithmetic 337 

How to Teach Number. . 338 

The Number Five 342 

Five as a Whole .... 342 

Discoveries in Five . . 342 
Exercises for Review 342 

Facts in Five 343 

Comparison of Five 
with Numbers 

known 354 

One-half 355 

Advanced Arithmetic . . . 356 

Objects sought 356 

Analysis 359 

Physiology 362 

Outline in Physiology . . . 364 



CHAPTER XX. 



GRADATION. 



Course of Study 367 

The High School 368 

Programs for Daily Reci- 
tation and Study 368 

Successive Transforma- 
tion 369 

Course of Study for a 
Grammar School 370 

Course of Study for High 
School 071 

Program of Recitation for 
a Country School 372 

Programs of Recitation and 
Study for a School of 
Two Departments 374 

Programs of Recitation for 
a School of Three De- 
partments 375 

Table showing Successive 
Transformation of a 
School 378 



THE MIND. 



THE SCIENCE OF THE MIND. 



CHAPTER I. 

FIRST PRINCIPLES. 

The Mental and Physical Nature of Man.— Man 
has two natures : the mental and the physical. By 
the latter term is meant all those functions and activi- 
ties which are not engaged directly in the production 
of thought and feeling. Anatomy and Physiology are 
the sciences which treat of the physical nature. 

By Mental Nature is meant all the activities which 
constitute thought, feeling and will. Psychology is 
the science which treats of the mental nature. These 
natures are not independent of each other, but each is 
so closely related to the other that they must be studied 
together. The difference which exists in the mental 
nature of two individuals, not the result of different 
training, is the result of bodily difference. The differ- 
ence is either in the perfection of its structure or the 
size of the organ. 

The Educator. — In Education a change is sought to 
be made in the mental nature. The Educator seeks to 
regulate, strengthen and facilitate the action of the 
mental activities. It is therefore apparent that a 



14 THE SCIENCE OF THE MIND 

knowledge of the mental nature is of the greatest im- 
portance to the teacher. A knowledge of the mind is 
to the teacher what a knowledge of navigation is to the 
sailor ; and without this knowledge there is as much 
uncertainty about his work as there was in the voyage 
of Columbus. The average teacher is too ignorant of 
man's mental nature to be in the highest degree suc- 
cessful in its cultivation. He works as the unlettered 
farmer does, according to a model which was set be- 
fore him, without any definite knowledge of the adap- 
tation of means to secure certain ends. In many of 
our Normal Schools teachers are taught simply to imi- 
tate. Learning methods and then repeating them is 
mere machine work. The best method will fail unless 
the teacher understands how to adapt the method 
to the mind of his pupil. The teacher should do as 
does the intelligent physician, who studies the human 
body and its activities until he understands them per- 
fectly. He next studies remedies for bodily ills. Then 
he is able to prescribe with some degree of certainly 
as to good results. The teacher should study the 
mental nature until he understands that perfectly. 
Next he should study methods for improving it. Quack 
teachers, like their brothers in the medical profession, 
have one method warranted to cure every ill. 

Influence of the Physical Nature upon the Men- 
tal Nature. — There is a great difference in the quality 
of the material and the perfection of the structure 
which is to be found in individuals of the same kind, 
whether among men or among animals. 

The butcher can tell at a glance whether the live 
animal will yield fine-fibered and tender meat, or 
whether it will be coarse and toiurh. It is not difficult 



APPLIED TO TEACHING. 15 

to distinguish a perfectly from an imperfectly organ- 
ized horse. In the well-made animal the head, the 
body, the hind and fore-quarters, legs and feet are in 
proper proportion to one another. There is also a 
fineness and compactness of fiber which indicate good 
quality. The imperfect animal is loose-jointed, the 
large legs out of proportion with the slender hind- 
quarters, the hair and bones are coarse, the muscles 
slender and flabby. No amount of care, good feeding 
and training' will make him equal to the one that is 
well made. A little observation will convince one 
that among- men there is as g'reat a difference. 

Take for example the " poor whites " of the southern 
States. They are generally the descendants of the 
helpless and vicious class who were transported by 
England in the early colonial days. They were kept 
in slavery for a few years and then set at liberty. 
Their descendants have since lived in poverty and 
degradation. They are ill-shaped, coarse and ugly 
almost beyond belief. 

In the slums of New York and Chicago there are 
human beings who bear a greater resemblance to the 
gorilla than to man. The low quality of their organ- 
isms makes them almost incapable of rising- out of 
their deplorable condition. Education can work won- 
ders among many of these in time, but it would take 
centuries of good feeding and training to bring the 
average up to ordinary intelligence, refinement and 
morality. 

On the other hand, the religious and political perse- 
cution in Europe separated a class of people from the 
rest. Many of them sought refuge in the wilds of 
America. The best material is now to be found among 



1G 



THE SCIENCE OF THE MIND 



the descendants of the Puritan, Quaker and the 
Huguenot. 

The superiority of these over the "poor whites" 
and the low class in our cities is the result of superior 
quality in bodily organization. This high quality is 
produced by union in marriage of those physiologically 




Fig. 1. — Motive Temperament. (Strong - .) 

adapted, by correct living, education and climate. 
The quality of one part of the body is also the quality 
of all the other parts. Coarse skin and hair indicate 
coarse muscular and nerve fibers. Soft, flabby skin 
and hair indicate similar properties of brain. Ill- 
lira lfh of any part has a deleterious influence upon the 



APPLIED TO TEACHING. 



i; 



others. The bodily conditions are most influential 
upon three qualities of mental manifestation : Strength, 
acuteness and energy. 

Strength is given by largeness, compactness of fiber ; 
acuteness is given by fine quality of fiber; and energy 
is given by good health. The highest mental quali- 
ties are the result of a proper combination of these 




Fia. 2.— Mental Temperament, (Acute.) 

three bodily conditions. Where there is an absence of 
fineness, the person may be strong and vigorous but is 
deficient in acuteness, delicacy and sensitiveness. All 
his faculties are obtuse. He fails to appreciate the finer 
shade of thought and feeling. If there be a deficiency 
of size and compactness he will be wanting in strength, 
but may possess great refinement and delicacy of per- 



18 



THE SCIENCE OF THE MIND 



ception and feeling-. If the health of even a good 
organization be poor, none of the functions can be 
performed energetically. Some organizations arc 
analogous to cloth made of hemp. These are strong. 
Others are analogous to cloth made of fine silk. 
These are deficient in strength, but have great acute- 
ness. Still others are analogous to cloth made of a 




Fi«. 3. — Strong; and Acute. 



coarse and a fine material in proper proportion. 
These possess both strength and acuteness. 

Fig. 1.— Strong. Fig. 2.— Acute. Fig. 3.— Strong 
and acute. Fig. 4. — Low quality. Fig. 5. — Energy. 

Corresponding to these three properties of the body 
and mind there are three systems in the human organ- 
ism upon which those properties depend. They are 



APPLIED TO TEACHING. 



19 



all necessary to the existence of the body, but the 
relative strength of these systems is not the same in 
two individuals. 

The Motor System. — The bones and muscles form 
the motor system. 

The Nutritive System. — The alimentary canal, the 
circulating- and respiratory organs, the secretory or- 




Fig. 4. — Very Low Organization. 



guns and absorbents, and all the organs which are 
engaged in transforming food into living tissue or 
keeping the system in repair, form the nutritive sys- 
tem. 

The Nervous System. — The brain, the spinal cord 
and all the nerves form the nervous system. 



20 THE SCIENCE OF THE MIND 



CHAPTER II. 

THE TEMPERAMENTS. 

The preponderance of one of these systems over the 
others gives rise to a peculiar physical condition 
which we call a Temperament. 

The Motive Temperament. — The preponderance of 
the muscular and osseous systems in the human 
organism gives rise to the physical condition which we 
call the Motive Temperament. 

Physical Characteristics. — The chief physical char- 
acteristics of the motive temperament are large and 
usually long bones, slender but firm, compact muscles ; 
causing a heavy, tall, angular frame. The features 
are prominent; large nose, high cheek bones and 
heavy jaws. 

The hands and feet are large, the joints being 
prominent. The complexion is usually dark and the 
hair stiff, and sometimes coarse. When the nutritive 
and nervous systems are deficient this temperament 
is marked by extreme angularity and awkwardness. 

Mental Characteristics. — This temperament gives 
great physical strength and it also imparts strength 
to the mental nature. If a man of this temperament 
has intellect it will be noted for great power and force, 
but not for brilliancy and acuteness. His mental 
operations will be slow, but his thoughts will have 
vigor. 



APPLIED TO TEACHING. 21 

If he have temper and will, they will be slow to act, 
but once awakened, they will act with a force that 
carries everything- before it. It puts iron into the will 
and force into passion. Such a man is not easily 
offended, for his sensibilities are so blunt as not to 
be moved by slight offences. Though he loves his 
friends with a devotion which would cause him to 
make great sacrifices for them, yet he lacks that deli- 
cacy of feeling which is responsive to finer touches of 
affection. 

All other conditions being the same, the man with 
the most of motive temperament can bear up un- 
der greater responsibility ; can conduct successfully 
greater undertakings ; will have greater solidity and 
positiveness of character. He loves large affairs and 
spurns all work which requires little effort and 
strength. He loves farming on a large scale, rail- 
roading, steamboating, manufacturing, the hardship 
and vast responsibilities which attend life in the army 
and on the sea. Such men find their greatest happi- 
ness in such callings, for lighter emploj^ments fail to 
give full action to their great powers. 

Orators of this temperament present arguments 
and thoughts which compel rather than pursuade. 
Their eloquence possesses a force that carries away 
the hearer against his will. Webster and John 
Quincy Adams are examples. 

The motive is the masculine temperament. A 
woman having the features of this temperament will 
lack the rotund and sjinmetrical form, and the delicacy 
and quickness of mental activity, which are peculiarly 
feminine. But if she be well endowed with the other 
temperaments, with a preponderance of this, she will 



22 THE SCIENCE OF THE MINI) 

possess the delicacy and sensitiveness of woman and 
much of the strength of man. All women who have 
been great in literature, in art, or in the world of 
action, have been women with strongly marked mas- 
culine features. 

Boys and (l iris in School. — This temperament is 
rare among girls, and when it occurs, unless it be 
accompanied by a good development of the other tem- 
peraments, it forms rather a hopeless case. It is not 
susceptible of much culture. Boys of this tempera- 
ment are slow to learn and very restless under the 
confinement and petty tasks of the school-room. 
They long for out-door sports and work. Study is 
irksome to them, which makes it difficult to get them 
through the little tasks in the beginning of school life ; 
but when they are once interested in History, Science 
and Mathematics, the studies which reveal the power 
in nature and man, they push their work with an 
energy that soon makes them the best and most relia- 
ble students in their classes. They care little for 
literature and art. Their organization is not delicate 
enough to* appreciate these. To expect superiority 
from them in these studies is like expecting the quick 
movement and delicate touch of the skilled pianist 
from a blacksmith. 

The teacher must labor patiently with these dullards 
until he gets them into more difficult work, when, if 
they have brains as well as bone and muscle, they 
will make sure progress. 

Cultivation. — The Temperament is inherited but 
may be improved in those in whom it is deficieiii by a 
plain diet, consisting principally of cereals and lean 
meat, and by much vigorous out-door exercise. 



APPLIED TO TEACHING. 23 

Fig - . 1 is a good example of the Motive Tempera- 
ment. 

The Yital Temperament. — The Vital Temperament 
is the physical condition which is the result of a pre- 
ponderance of the nutritive organs in the organism. 
Large, well organized and healthy digestive organs, 




Fig. 5.— Vital Temperament. 

a strong circulation, good breathing, assimilating and 
excretory organs, keep the organism in repair and sup- 
ply it with vitality, or life force. And where there 
is sufficient of this life force there will be great acti- 
vity of every function. Size and perfect structure 
gives an organ the capacity for great work, but 
vitality is the force which separates the organ. A 



4 J4 THE SCIENCE OF THE MIND 

person may have a magnificent brain, but when vitality 
ceases, it stops for want of a propelling' force. A 
person may have a small brain and much vitality, then 
the brain is able to manifest all its power. The nutri- 
tive system may be compared to the engine in a manu- 
factory. The coal is transformed into heat, the heat 
changes the water into steam, and steam furnishes 
the force which moves the machinery. Food and air 
are taken into the body, the food is transformed into 
blood, and from the blood is obtained the life force 
which enables the organs to perform their function. 

The Vital Temperament gives activity to every 
physical and mental power. 

Physical Characteristics. — When the Vital organs 
preponderate over the others in the organism, more 
nutrition is produced than is used. This is stored away 
in the form of fat. Every space in the body which can 
be spared is used as a receptacle of this surplus 
material. In consequence, the person becomes plump 
and rotund. The trunk is enlarged, the limbs are 
round and taper gracefully toward the small ankles 
and wrists. The hands are small and plump, the 
fingers tapering. The features are not prominent, but 
the face is round and full. The head is large in the 
basilar region, being full between and behind the 
cars. The hair is soft and usually of a light color. 

All except the nutritive organs are usually free 
from disease and when there is a diseased condition of 
the nervous system, it is usually because of disease in 
some of the nutritive organs. When the nutritive 
organs are free from disease persons of this tempera- 
ment are pictures of perfect health. But it is a 
mistake to suppose that because people are fat that 



APPLIED TO TEACHING. 25 

they are necessarily healtlry. When the digestive 
and assimilating- organs are strong, but the circula- 
tion weak, the person will be fat and pale. If there is 
added to this a weak action of the Lymphatics, it 
gives rise to the old Lymphatic Temperament. The 
flesh is soft and flabby and all the energies are weak, 
lazy and sleepy. If there be a torpid liver, the com- 
plexion will be yellow. The weakness of any of the 
nutritive organs will modify this temperament and 
produce quite a different effect on the mind from the 
healthy Vital temperament. 

Mental Characteristics. — The healthy vital tem- 
perament overflows with activity and good feeling. It 
impresses one with the fact that it is full of life. It 
cannot remain quiet but must be moving about, doing 
something to work off the surplus energy. It is fond 
of all the physical pleasures. Exercise, rest, eating 
and drinking, sleep, and every animal gratification. 
It gives a warm and impulsive nature. Loves and 
hates with intensity, but is easily thrown from one 
mood into another. It is free from care and worry ; 
for it possesses the felicity which only good health can 
give. 

There is a disposition to avoid work which is hard 
and continuous. It likes activity and change. It will 
never tire of work which accords with its nature, but 
cannot take pleasure in work which requires close and 
hard application. 

If the person be fat and pale and the flesh soft, it is 
caused by weak action of the lymphatics and the 
heart. The vivacity and enthusiasm of the healthy 
vital temperament are entirely wanting, and all the 
activities are sluggish and sleepy. Laziness is the 



2G THE SCIENCE OF THE MIND 

mental disease accompanying' this physical derange- 
ment. There may be talent, but the languor of 
all the activities lulls them to sleep. In an educa- 
tional point of view, one of these fat, soggy per- 
sons is as hopeless as the one who is alL bones and 
joints. 

Boys and Girls in School. — Boys and girls of this 
temperament are usually bright-, and learn easily and 
rapidly. They, however, are so intensely fond of fun 
and a good time generally that it is difficult to get 
them to apply themselves to study. Make the school 
a kind of play and get them interested in their work 
and they become good students. Their propensity to 
have a good time is frequently too strong for them, 
and they leave school as soon as possible ; the girls to 
enter society with all its pleasures ; the boys to en- 
gage in some work where there is greater opportunity 
for activity and pleasure. Boys of this temperament 
are most given to the follies of youth. They are so 
full of animal spirits that they rush headlong into 
every pleasure. The activity and enthusiasm of this 
temperament is very valuable in the work of life and 
to turn them to good account should be the teacher's 
aim. Make a good man of one of these wild boys and 
you have done more good than by educating a dozen 
half dead ones, who can do neither good nor harm. 
Such temperaments lack depth of thought. Their 
work is all on the surface. They can make a good 
show of knowledge although they have but little. 
Their delight is in doing something and not in deep 
thought. They love the concrete, not the abstract. 
They dislike mental Arithmetic, but like solving prob- 
lems on their slates. The teacher must profit by 



APPLIED TO TEACHING. 27 

this disposition and give them something to do that 
requires the use of the hand. 

Cultivation. — Every thing which tends to increase 
the health will improve this temperament. Good 
fcod, sufficient exercise and rest, pure air and freedom 
from care. 

Children who are deficient in it should be so reared 
as to develop it to the utmost : for in the degree in 
which they are deficient do they lack the life force 
which is essential to life's work. 

The Mental Temperament. — The nervous system 
is connected more closely with mental operations than 
any other part of the organism. A preponderance of 
the brain and nerves gives rise to the mental temper- 
ament. 

Physical Characteristics. — The most striking phy- 
sical characteristics of this temperament are a large 
brain, particularly in the upper part of the cranium, 
the bocty is slender, the muscles are thin and soft, the 
features are sharp and delicately fashioned. The skin 
is soft and delicately organized. The hair is fine. 
The expression of the face is intellectual. The fore- 
head is high and wide at the top, and the base of the 
brain is deficient. 

When the other temperaments are also well devel- 
oped, the fine classical face is accompanied by a well- 
proportioned body. But when they are deficient, the 
body is small and weak and the head too large. 

It is the temperament that gives fineness to the 
organism. 

Mental Characteristics . — The mental characteris- 
tics of this temperament are acute, active, intense, 
mental faculties. Delicacy of feeling and acuteness of 



28 THE SCIENCE OF THE MIND 

intellect. The tastes are active and the tendency is 
strong 1 toward refinement and beauty. Such persons 
live more in the mental than in the physical world. 
Their desires crave that which satisfies the mental 
and emotional rather than the senses and the appe- 
tites. Although the minds of those of this tempera- 
ment are very quick and sensitive, and though 
they possess superiority of intellect, taste and feeling, 
they are not always the best : for they lack practi- 
cality and force of character. They dwell too much 
upon the ideal and cannot appreciate practical affairs. 
They dwell too much above the clouds to be of much 
practical service in this prosaic, selfish business world. 
They can appreciate the abstract and the poetical, but 
not the real and distinctly human. They have genius 
in certain directions, but not enough common-sense for 
any calling which requires an accurate comprehension 
of things as they are in the world. They are specula- 
tive and dreamy, and not matter-of-fact and observ- 
ing. A flight of fancy often has more weight with 
them than a stubborn fact. They become great in 
literature, theology and art. 

Boys and Girls in School. — Children of this 
temperament are precocious. At ten 3 f ears of age 
they are as mature as those much older. They 
are predisposed to study and to sedentary pursuits. 
Their mental nature needs to be restrained and their 
physical developed. A great mistake is made by 
parents by putting these children into school early 
and crowding them along as fast as possible, in order 
to give them a good education in childhood. They 
think that the child being so talented will soon reach 
a high position in literary pursuits. If the child is 



APPLIED TO TEACHING. 29 

not absolutely killed by over-study it never-the-less 
fails to accomplish what was prophesied by its early 
brightness. Its vital energies have been so dwarfed 
that the large and well-trained brain is like excellent 
machinery propelled by an engine of inadequate power. 
One can more safely predict a brilliant future for the 
dullard than for one of these over-educated, preco- 
cious children. Many children are hurried into their 
graves by being crammed to their utmost. 

What they need most of all is to build up their 
bodies, their mental nature is too strong already. 

They should not be confined in the school-room nor 
put to hard study before their bodies are quite well 
grown. Though they do not begin study before they 
are sixteen or eighteen, by the time they are twenty- 
one they will be ahead of the ordinary boy or girl that 
has been in school from six years of age. They 
should be taught to read, but should not be put to 
hard study. They need only what they can pick up, 
but everything should be done to build up the physi- 
cal. Teachers should hold them back in their studies 
and not allow these nervous children to go any faster 
than the others of their age. 

Cultivation. — Study and the culture of all the 
mental faculties, improves this temperament ; where it 
needs restraint the mental activity must be permitted 
to remain at rest, and the physical should be cul- 
tivated. 

Combination of the Temperaments. — The Motor, 
Nutritive and Nervous systems may be combined in a 
great many different proportions. The Motive, Vital 
and Mental Temperaments are combinations in which 
there is a preponderance of one of these systems over 



30 THE SCIENCE OF THE MIND 

the others. In a Motive temperament the combina- 
tion is as follows, in a scale of 10 : nutritive organs 7, 
brain and nerves 6, and bones and muscles 10. The 
Vital temperament is a combination of 5 of the motive. 
G of the mental and 10 of the vital. The Mental con- 
sists of 5 of the motive, G of the vital and 10 of the 
mental. 

These organs also have different degrees of 
strength and perfection. All of them may be perfect 
in one individual. He then is a person of superior 
quality. So they may all be weak in the same person. 
Fig. 4 is the portrait of an idiot. In him, in a scale of 
10, the motive temperament is 3, the vital 2, and the 
mental 1. This is the lowest type of man that can 
live. A combination of Motive 6, Vital 5 and Men- 
tal 4, is that of a person of very ordinary ability who 
can make a living by the simplest work. A combina- 
tion ranging from 6 to 8, is that of a person Avho 
passes, in a comparatively large sphere in business or 
in the professions, as a man of superiority. But a 
combination ranging from 8 to 10, is a really superior 
person, one who by proper education will stand head 
and shoulders above the rest in the highest walks of 
life. He has all the qualifications, both mental and 
physical, to do all that man can do. 

What Makes a Great Man. — To make a truly 
great man there must first be a high degree of all the 
temperaments. And there must be added to this a 
large and well-proportioned brain. Other conditions 
being the same the larger the brain the greater will 
be the mental power. A man who has a body of good 
quality and a brain of ordinary size will have a mind 
that is good as far as it goes. He may possess good 



APPLIED TO TEACHING. 



31 



judgment, a clear intellect and be clever in many 
things, but he will lack depth, and his cleverness will 
not extend to great affairs. His acumen is all in 
affairs on a small scale. He may have a reputation 
among those who know him as being a very superior 
person, but let him measure strength with the great 




Fig 



-Well-Balancecl Temperament. 



men of the nation and his smallness is apparent. 
Many a man who at home appears to be a wonder, 
attracts no attention and is lost in the Senate. 

A large-brained man, if he have a body of size and 
good quality, may at home be looked upon as only an 
ordinary person. The greatness which is in him can 
not be brought out in the small circle in which he 



32 THE SCIENCE OF THE MIND 

moves. But when an occasion arises where great 
power is required, he will be found equal to the occa- 
sion ; while the man of small brain and the better 
reputation will be found too light. Notable cases are 
Gen. Grant and Stonewall Jackson. Both were fail- 
ures. Gen. Grant as a business man, Gen. Jackson as 
a preacher and college professor. But in the Civil 
War, when men of great power were wanted, many 
generals of reputation were found inefficient ; these two 
men were found to have the mental greatness that 
could endure the weight of responsibility and direct 
great affairs with ease. 

The small brain soon reaches the limit of its power, 
but the large brain can assume great responsibility, 
having that solidity, strength and profundity neces- 
sary to great achievements. 

Effect of Temperament on Judgment. — It is well 
known that there are men of intelligence and moral 
worth who are yet incapable of exercising sound judg- 
ment. Others there are who are wrong-sided alto- 
gether. While others are on the right side of nearly 
all questions. The temperaments have more to do 
with this than even education. A man of an abnor- 
mal motive temperament may be a good judge in 
matters pertaining to railroads, but he is not, nor can 
he be, a judge of art or poetry. A man of an abnor- 
mal mental temperament will hold erroneous opinions 
concerning all practical matters. One of unbalanced 
vital temperament will be warped in judgment con- 
cerning matters which require those powers in which 
he is deficient. It is he who has a balanced tempera- 
ment who is capable of the soundest judgment in all 



APPLIED TO TExiCHING. 33 

matters. He is not warped by any excesses or defi- 
ciencies. His mind is a mirror in which nothing is 
distorted, but thing's appear as they are. His mind 
reflects the truth. 



34 THE SCIENCE OF THE MIND 



CHAPTER III. 

BRAIN AND MIND. 

Mind Defined. — Mind is the name applied to an 
aggregation of all those activities of man which enable 
him to think and know, to feel and to will. 

It is a single concept composed of many distinct 
activities, each of which acts to a single end. 

Faculty Defined. — A faculty is a distinct primitive 
activity of the mind. If it be intellectual, one of the 
knowing faculties, it gives the power to perceive a 
property of matter, or the relation of one thing, or idea 
to another. 

Objects have properties such as form, size, color, 
etc. The mind has certain activities which perceive 
these properties. The facultj^ of Form can perceive 
form only ; Color can perceive colors only. One of 
these cannot do the work of the other. The same 
person may have great strength in one of these facul- 
ties and be very deficient in others. 

If the faculty be a feeling it gives a desire for some 
particular thing which will satisfy it. 

The love for children is very different from the love 
of money. The love of one sex for the other is different 
from the love for home. A person may love the 
opposite sex and not love home. And the ability that 
one has to love homo does not give him the power 
to love children. One faculty is as distinct from 



APPLIED TO TEACHING. 35 

another as seeing- is from hearing-. But it is the 
aggregate of these faculties that constitutes the 
mind. 

A Power not a Faculty.— The term faculty must 
not be confused with the term power. Memory is a 
power of the mind, but not a faculty. Perception is a 
power, but not a faculty. Memory is a mode of action 
of all of the intellectual faculties. Perception is the 
work of many faculties, each having the power to 
perceive a particular thing. 

Relation of the Brain to the Mind.— The manifes- 
tation of mind is accompanied by activity of the brain. 
So the brain may be said to be the organ through 
which mind is manifested. The function of the brain 
is to manifest mind. This is all that is at present 
known on this subject. 

Huxley says, " How it is possible that anything so 
remarkable as a state of consciousness comes about as 
the result of irritating nervous tissue, is just as 
unaccountable as any other ultimate fact of nature." 
No one attempts to say how the brain manifests mind. 
That it does so is all that is known. 

The Relation of a Mental Faculty to the Brain.— 

Each mental faculty being so different from every 
other one, it is not reasonable to suppose that the 
same nerve-centers may manifest activities so different. 
Even if we suppose that the brain matter which mani- 
fests one talent also manifests others. We must 
admit that the two talents will exist in like degree. 
And that the man who was most capable of fear can 
be the most couragous. The man who has a strong 
love for woman has the other domestic affections 



36 THE SCIENCE OF THE MIND 

equally strong-. The man who cultivates his percep- 
tive power is at the same time cultivating" his reason. 

Every one knows that men differ vastly from each 
other in their mental powers. No amount of educa- 
tion can make them alike. The same individual has 
different faculties in very different degrees. Nor can 
he make himself equally strong in all his faculties. 

If we suppose that the brain is made up of as many 
nerve-centers as there are faculties, and that the 
function of each center is to manifest one particular 
faculty, it explains all difficulties. The difference in 
men's talents can then be accounted for by the differ- 
ence in their brain structure. So the education of one 
faculty improves only that part of the brain and 
therefore does not improve other faculties at the same 
time. 

It is a law in physiology, that if all other things are 
the same, the larger the organ the stronger is its 
function. The larger the muscles, the quality and 
training being the same in both, the larger one will be 
the stronger. The same is true with regard to the 
nerves. The larger the brain the greater are the 
mental activities of the animal. This law also holds 
good as to the relative strength of the different mental 
faculties. If all parts of the brain are in the rigid 
proportion to every other part the person will possess 
all faculties in the same degree. But if one part be 
deficient it will be accompanied by weakness of the 
faculty connected with that part of the brain. If one 
part be large it will be accompanied by greater 
s1 rength of the faculty connected with that part. The 
skull is so thin as compared with the diameter of the 
brain, that it forms a small obstacle in determining 



APPLIED TO TEACHING. 37 

the relative dimensions of the different parts of the 
brain. 

By observation this theory can be established or 
overthrown. If it is found that the strength of -certain 
faculties is always in the same ratio in the same indi- 
vidual as the relative development of the parts of the 
brain with which they are connected, the theory must 
be admitted as true. Dr. Gall, a German physician, 
was the first to test this theory. He had the most 
extensive means of observation. When he learned of 
a person having- a peculiar talent he made an examin- 
ation of his head and took a cast of it. When he 
found a person who was deficient in this talent he 
likewise took a cast of his head and compared it with 
the one which showed the remarkable talent. In this 
way he proved the correctness of the theory and the 
location of the faculties in the brain, by thousands of 
cases. 

Dr. Spurzheim also like Gall, a great scholar and 
one of the best physiologists and anatomists of his 
day, proved Gall's discoveries and himself added many 
new ones. 

George and Dr. Andrew Combe devoted the best 
part of their lives to the advancement of this new 
mental philosophy. 

Dr. Spurzheim added much by the classification of 
the faculties and by their proper analysis. J. Stanley 
Grimes, the author thinks, has made an improvement 
on Spurzheim. It is Grime's classification that is 
used in this book. 

The author has for ten years made extensive obser- 
vations among all classes of people, and can say in 
that time he is not found a case that would go to 



38 THE SCIENCE OF THE MIND 

prove the incorrectness of the claims of Dr. Gall, but 
has had a proof of them in every case. It is no longer 
a matter of theory, but is one of science and fads, 
and all that is asked is to test the truth by observation. 

How to Estimate the Relative Strength of 
each Faculty. — The medulla oblongata is the center 
of the brain from which radiate nerve fibers in every 
direction except downwards. If something were 
passed from the opening of one ear to the other, it 
would pass through the medulla. We may then take 
the ear as a center. Distance forward from the ear 
indicates the development of that part of the brain. 
So, also, distance backward and upward. The 
development of the brain in the side of the head is 
indicated by the width of the head. 

When all the parts are harmoniously developed, the 
head is nearly round and symmetrical. If a head is 
wider than it should be, to be proportionate, it indicates 
a preponderance of the selfish faculties. If it be longer 
in front of the ear, it indicates a preponderance of 
intellect. If very high, it indicates a preponderance 
of the religious and moral faculties. The observer 
must always remember to judge by the develop- 
ment from the center, and not expect to find pro- 
truberances ; for they only occur when the brain 
immediately surrounding that part is deficient. 



APPLIED TO TEACHING. 



39 



CHAPTER IV. 

CLASSIFICATION OF THE MENTAL FACULTIES. 

Selfish Propensities. 



Groups of_ 
Faculties 



Feelings. 



Intellect. 



Self -relatives. 



[ ^Esthetical. 



f Domestic. 
Socials. < Governing - . 
[ Conforming. 

f Perceptives. 

[ Reflections. 



THE FEELINGS. 

The feeling's are those faculties which do not secure 
knowledge, but produce a propensity of a specific kind. 
Each one produces a certain impulse which becomes 
the motive of action. Man has implanted within 
him desires for certain objects. When these 
are active they incline the will toward the object 
which will gratify them. The desire is painful. The 
gratification gives pleasure. The craving for compan- 
ionship becomes a pleasure when a friend is secured. 
The love for children gives a sense of pleasure when 
we have children to love, but the action of the same 
faculty is painful when the children are removed. 
This is the rule as to all the faculties, pleasure and happi- 
ness are produced by their gratification, and pain 
sorrow, grief, by non-gratification. The degree of 



40 



THE SCIENCE OF THE MIND 



pleasure is measured by the strength of the feeling, 
and the degree of pain by strength of the feeling and 
the greatness of its deprivation. The mother who 
loves her child but little is not pained much at its 




Fig. 7. — Classification of the Faculties. 

absence, or even death ; but she who loves much is 
greatly pained at its absence and almost distracted at 
its death. 

Contentment results from a sufficient gratification 



APPLIED TO TEACHING. 41 

of all the faculties to the extent that the painful action 
is allayed. So contentment becomes the basis of true 
happiness ; for the contented person is happy if he 
have only one feeling- gratified to the extent that 
yields intense pleasure. The person who has not 
contentment has no basis on which happiness can be 
built. He may have a dozen sources of joy, he has 
also as many of pain. 

The feelings are the main springs of action. He 
who has no desire for property will make no effort to 
get it. He who has no love of home will make no 
effort to provide one. 

The feelings are the forces which move the will 
toward a definite course of action. They are classified 
according to the objects whose welfare they serve to 
secure, or the object toward which they direct action. 
The Self-relative are those feelings which serve to 
secure for self those things which are for the good of 
self alone. The Socials are those feelings which serve 
to secure that which is for the good of other beings 
and for self also. The Self-relatives can be gratified 
by one in complete solitude and require the existence 
of no other person. The Socials require the existence 
of another person and cannot be gratified except by 
actions toward another or received from another. 
The Self-relatives are entirely selfish. The Socials 
are both selfish and unselfish. Friendship is gratified 
by loving a friend and also by receiving the love of a 
friend. Friendship gives rise to two motives. One is 
the desire to love which is unselfish. The other is the 
desire to be loved which is selfish. Benevolence, the 
most unselfish of the Socials, is not wholly so. It 
prompts to deeds which give pleasure to others, yet to 



42 THE SCIENCE OF THE MIND 

do that is a higher sort of self-gratification. And the 
person who is kind feels more pleasure when a kind- 
ness is done to himself than does one who is not kind. 

The Self-relatives. — The Self-relatives are those 
feelings which prompt the individual to preserve his 
own life, and to provide for himself, without reference 
to any one else, those things which are necessary to 
his own well-being. 

The love of Life and Alimentiveness provide for the 
bodily wants. Combativeness and Destructiveness 
repel and destroy that which endangers life or inter- 
est. Acquisitiveness and Constructiveness prompt to 
industry in providing for future necessity. Cautious- 
ness and Secretiveness give Watchfulness and Cun- 
ning; Ideality, Mirthfulness and Sublimity give a 
love for the beautiful, the proper and the great. 
Their tendency is to Self-improvement. 

None of these feelings require the existence of socie- 
ty, but can be gratified as well in solitude. The part 
which they take in the interest of others is the result 
of a controlling influence of some social feeling. If a 
man give food to another it is because Benevolence 
has a controlling influence over Acquisitiveness. If a 
man fight for his friend, it is because some of his 
social feelings control the belligerent faculties and 
cause them to act for another. 

The Self-relatives can be divided into two classes : 
The Selfish Propensities which prompt to securing 
those things necessary to the physical comforts. The 
yEsthetical faculties which give rise to taste and secure 
refinement and self-improvement. 

The Selfish Propensities. — When the brain with 
which these faculties are connected is well developed. 



APPLIED TO TEACHING. 



43 



the character will possess energy, aggressiveness, 
industry and force ; those qualities which remove 
difficulties, overcome obstacles put down opposition, 
and triumph in the most difficult undertakings. 
Industry, courage, executiveness, caution and 
shrewdness are the products of these faculties. 

When the head is narrow it shows a small develop- 
ment of these faculties and the person is noted for 





Fig. 8. — Selfish Propensities. 
(Large.) 



Fig. 9. 



-Selfish Propensities. 
(Small.) 



mildness, inoffensiveness, unselfishness, a dislike for 
contention and a love for a quiet life, free from strife 
and turmoil. When very narrow the person is 
inefficient and is easily imposed upon, because he is 
wanting in shrewdness and the power to hold his own 
against an opponent. 

In animals like the lion and the tiger these faculties 
are strong. In the sheep and rabbit they are weak. 
They are strong in all the persons who have become 



44 THE SCIENCE OF THE MIND 

noted for force of character. Luther, Napoleon and 
Cromwell are examples. They are deficient in 
persons noted for mildness of disposition and unself- 
ishness. Melancthon and Channing are examples. 

These faculties give rise to selfishness in all its 
forms and crime of every description, oppression, 
cruelty, theft, murder, gluttony and drunkenness. 
But they are also the source of power for good. 
Right must be maintained. Tyranny must be put 
down. The enemies of man must be destroyed. 
Nature must be subdued. Wealth must be accumu- 
lated. The battle of life must be fought not avoided. 
It requires much shrewdness and cunning to mantain 
the right as to perpertrate the wrong. It is these 
faculties that furnish the industry, the foresight, the 
courage that build and. operate the railroads, that 
build the ships and brave the terrors of the deep, 
that enforce law, that mantain the home and the 
nation, that enslave nature and liberate man. 

In their power for good these faculties hold no 
inferior place, for it is only through them that justice, 
virture, charity and freedom are possible. But they 
are only the workmen — the police, the soldiers of the 
mind. They must be made to remain the servants of 
Love, Justice and Reason. It is when they become 
masters that they do the wrong. 

The aim in their cultivation should be to train them 
to vigorous work in the interest of justice, mercy and 
love. 

The nerve centers with which the selfish propensities 
are connected are located in the middle lobe of the 
brain. And when largely developed give width and 
fullness to the side head, as in Fig. 8. When they are 



APPLIED TO TEACHING. 



45 



small the head is narrow between and above the ears, 
as in Fig-. 9. 

The JEsthetical Faculties.— The iEsthetical faculties 
are those which give a desire for and appreciation of 
the beautiful, the great and the congruous. They 
give taste and refinement. They prompt to the 
improvement of self and surrounding in accordance 
with the laws of proportion and harmony. They seek 
the perfect. Refinement, art and poetry are the 
results of these faculties. 





Fig. 10.— vEsthetical Facul- 
ties. (Small.) 



Fig. 11. — iEsthetical Facul- 
ties. (Large.) 



The nerve centers are located in the brain at the 
upper front part of the side head. When well devel- 
oped they give width to that part, as in Fig. 11. 
When small the head is narrow in that region, as in 
Fig. 10. 

The Socials. — The social faculties are those which 
depend upon other beings for their gratification. They 
adapt man to live with his fellows, enabling him to 
give and to receive benefits by so doing. They liar- 



46 THE SCIENCE OF THE MIND 

monize the individual lives of many and make possible 
the co-operation of many to secure a mutual good. 
They give rise to the family, to society and the state. 
They unite all men into a common brotherhood. 

All knowledge whether of science of art, of religion 
or of government, is an outgrowth of these feelings. 
Men delve into the earth, explore the heavens and the 
sea. establish homes, schools, churches, commerce 
and government, because by these they can benefit 
others and themselves. It has been quite impossible 
to civilize the American Indian, for he has so little of 
the social nature that the ways of civilized life have 
no attraction for him. His notions of the domestic 
relation are of the crudest sort. His passions, not 
being refined by the higher social feelings, such as 
kindness, reverence, nor acted upon by a poetic imag- 
ination, are exercised only in the animal way. 

The savage Greek felt the promptings of the higher 
social impulses and the inspiration of a poetic imag- 
ination. These raised him above mere animal 
gratification upon the higher plane of civilization which 
was more conducive to his happiness. 

The Socials divide themselves naturally into three 
classes : The Domestic, the Governing and the Con- 
forming or Religious. This is also the order in which 
we find them developed in animals passing from the 
lowest to the highest. Only one or more of the domes- 
tic group are found in the lowest. All are found in 
the highest. 

Amativeness attract male and female to each other 
and secures the perpetuation of the species. The 
love for the young marks a higher type. The gre- 
garious instinct is still higher and causes them to 



APPLIED TO TEACHING. 47 

live in communities. This requires a system of subordi- 
nation to a controlling- power in order that all may act 
for the common good. Government is secured by the 
Governing group. 

Self-esteem gives self-confidence and leadership. 
Firmness gives stability. Approbativeness gives the 
desire to please, and Conscientiousness gives the senti- 
ment of justice and equity. It is in man that these reach 
the highest activity. The Conforming or Religious 
group is peculiar to man. Some of the faculties are 
possessed by the animals, but their influence is hardly 
perceptable. 

The beauty of this classification and its correspon- 
dence to facts in nature is a strong argument for its 
truthfulness, were there nothing else to support it. 
All the faculties which are related in function are 
grouped together. This is not because the classifica- 
tion and grouping were invented, but because they 
were discovered. The principal groups are connected 
with the principal divisions of the brain. Those facul- 
ties which are most necessary to the existence of the 
animal are found at the base of the brain and this part 
of the brain is found in all animals that have a brain. 
As we pass up the scale of mental superiority in the 
animals we find additions to the upper part of the 
brain. The difference of man's brain from that of the 
highest animals is in this, that its upper parts are 
relatively greater. How striking is the fact, that Cau- 
sality the highest of the Intellectual faculties, Ideality 
and Mirthf ulness the highest of the Self-relatives, and 
Faith the highest of the Socials, are located at the 
upper part of the front head, where the heads of sava- 
ges are most deficient ! 



48 



THE SCIENCE OF THE MIND 



The Domestic Propensities. — The Domestic Pro- 
pensities are located in the cerebellum and posterior 
lobes of the brain. When they are well developed, the 
head is long- and wide from the ear backward. When 
deficient the head is short and narrow behind the ears. 

The family, society, and the state are the products 
of this group. These feelings impel men toward each 
other and causes them to co-operate in the work of 
life. They are instincts which man has in common 





Fig. 12.— Domestic Propensities. Fig. 13. 
(Large.) 



-Domestic Propensities. 
(Small.) 



with the higher animals, but being acted upon by the 
higher feelings they are refined, and it is this that ele- 
\;i1cs the social instincts of man above those of the 
brute. 

When all the faculties are strong, the person has all 
the domestic feelings ; the love of the opposite sex, 
the love of children, the love of home and friendship. 
He will therefore enjoy the domestic relations and 
society, and will be miserable without them. When 



APPLIED TO TEACHING. 



49 



they are weak the person finds no enjoyment in 
domestic life and society ; will make few or no friends 
who share his confidence, but will love best a life of 
solitude. 

The Governing Group. — This group of faculties is 
located in the brain in the upper back head. When 
largely developed the head is from the ear upward 
and backward. 

They are named the Governing' faculties because 




Fig. 14. — Governing Group. 
(Large.) 




Fig. 15. — Governing Group. 
(Small.) 



their function is to secure the control of others. They 
g-ive self-confidence, stability of purpose, the desire to 
see the right prevail and the desire to please others 
with ourselves. They give aspirations for honor, 
power and the right. 

When they are deficient, the person is diffident, 
unstable and wanting in ambitions ; unable to become 
a leader, but is always your humble servant. 



50 



THE SCIENCE OF THE MIND 



The Conforming or Moral Sentiments. — These are 
located in the upper part of the brain. When largely 
developed, the head is high and full above the ears. 
These are the faculties which are most peculiar to 
man. As their name indicates, their tendencies are to 
make man conform to whatever is right and to the 
will of others. 

The domestic propensities make it possible for men 
to work together. 





Fig. 16. — Moral Sentiments. 
(Large.) 



Fig. 17.— Moral Sentiments. 
(Small.) 



The Governing faculties give man the power to 
control his fellows, and the Conforming faculties 
make it possible and a pleasure to submit to what is 
best for the general good. Veneration gives the feel- 
ings of respect and reverence, and these feelings pro- 
duce submission. The sentiment of this impulse is, 
" Thy will, not mine, be done." Benevolence creates 
an interest in those who can appreciate kindness and 



APPLIED TO TEACHING. 51 

seeks to give pleasure to them. Its sentiment is, 
"Love thy neighbor as thy self." Hope reconciles 
the mind to what now exists, and makes us believe 
that better things await us in the future. Faith 
prompts us to believe the testimony of others. Imita- 
tion enables us to be in sympathy with another and 
thus adapt ourselves to him. Religion is the out- 
growth of these faculties. The essence of every 
religion is submission. 

When the head is high and full, the person is dis- 
posed to be moral and religious. Loves humanity and 
the right. 

When the head is low, it indicates deficiency in these 
higher feelings, and the person will not have impulses 
which cause him to do his duty to others. 

THE INTELLECT. 

The intellectual faculties are those which give man 
knowledge of external objects and of his own internal 
sensations. They differ from the feelings in this, that 
the feelings seek some object or action which gratifies 
the craving which results from their activity. The 
Intellect seeks the Truth. It gives the desire and 
much of the power to know things as they are. The 
feelings seek pleasure, and the kind of pleasure depends 
upon the kind of feeling excited. The intellectual 
faculties seek the truth about all things, and the 
kind of truth sought for depends upon the faculty 
which is active. As these faculties differ in activity 
and strength will the mind differ in its power to master 
certain truths, whether of objects, mathematical, 
historical or philosophical. Without knowledge of a 
thing we cannot tell whether it will affect us favorably 



52 THE SCIENCE OF THE MIND 

or unfavorably. We cannot tell whether a certain act 
is for our good or for our hurt. 

The child must learn whether fire, water and every- 
thing" with which it comes in contact, are conducive to 
its happiness. Men must learn when it is productive 
of good to follow certain impulses. So while the feel- 
ings are the forces which lead to conduct, intellect 
must determine whether that conduct will be injurious 
or not. The intellect is the light of the mind and when 
the light is dim, because there is no truth to feed it, 
man walks, as it were, in darkness not knowing what 
road to take to lead him to his good. 

Man seeks to realize happiness, and if he knows 
what produces it, he will be sure to get it. To do the 
right is for man's highest good, and to do wrong is 
always destructive of happiness. If a man knows this, 
and knows the right from the wrong, he will cer- 
tainly do the right. If we wish to save a man from 
the wrong we must enlighten his intellect with the 
truth. Yet an enlightened intellect is not enough to 
make man do the right. The feelings have most to 
do in forming the will and the intellect is but the ser- 
vant of the will. It will furnish power for an evil deed 
as well as for a good one. 

We will take as examples two men, both endowed 
with strong intellectual faculties and possessing' com- 
plete knowledge of all things about them. 

They understand human nature and can read the 
character of men. They are masters of the laws of 
nature and know just what to do to produce the result 
that they wish. In anything which they undertake 
they will not be restrained in any way by a lack of 
knowledge. They have the power to do what they 



APPLIED TO TEACHING. 



53 



wish. The character and conduct of these men will 
depend upon the feeling's or passions that prompt 
them to action. 

One is by nature selfish and is not actuated by the 
higher feelings of justice and the love of his fellow- 
creatures. His great power resulting from his knowl- 
edge will be employed in gratifying his baser passions. 
He will become noted as a great and most powerful 
criminal. He is only the worse in possessing much 
knowledge. 




Fig. 18. — Perceptives. (Large.) 

The other is a man actuated by justice, reverence 
and love of his fellow-man. His vast knowledge will 
be used in gratifying these impulses, and he will do 
wonderful things in spreading happiness abroad. 

The frontal lobe of the brain is the seat of the intel- 
lect. The development of this lobe gives length, 
height and width to the forehead. 

The faculties divide themselves into two classes: 
the Perceptives and the Reflectives. 



54 



THE SCIENCE OF THE MIND 



The Perceptiyes: — The perceptive faculties are 
connected with the lower part of the anterior lobe of 
the brain. Their relative strength is indicated by the 
prominence of the forehead just above the eyes. That 
is by length of the forehead from the ear. The percep- 
tive faculties may be divided into two classes : 

Those that comprehend the qualities and proper- 
ties of objects. — Individuality comprehends the exist- 
ence of objects. Form gives the idea of configuration. 
Size gives cognizance of space and dimension. Weight 




Fig. 19.— Reflectives. (Large.) Franklin. 

perceives momentum, resistance and weight. Color 
perceives hues. 

Those which perceive the relation of objects. — 
Eventuality takes cognizance of actions and events. 
Locality perceives the relative position of objects in 
space. Time gives the idea of duration and perceives 
the position of events in time. Tune perceives the 
relation of sounds. It is the sense of harmony. 
Number perceives the divisibility of matter and gives 
the power of computation. 



APPLIED TO TEACHING. 55 

The Reflectives. — The Reflective faculties are con- 
nected with the upper part of the anterior lobe of the 
brain. When this is large it gives length to the head 
from the ear to the upper part of the forehead. Com- 
parison contrasts one impression with others and 
recognizes likenesses and differences. Causality per- 
ceives the relation of cause and effect. The ideas 
obtained by the perceptive faculties are the objects 
which excite the reflective faculties. The Perceptives 
furnish the mind with all the facts concerning exter- 
nal objects. The Reflectives compare these facts and 
from them arrive at other truths. The Perceptives 
gather truth from the external world. The Reflectives 
enable the mind to look in upon itself and gather 
knowledge from its own workings and thus arrive at 
higher truths. 



5G 



THE SCIENCE OB THE MIND 



CHAPTER V. 

ANALYSIS OF THE FACULTIES. — SELF-RELATIVES. 




Fia. 20.— Relative Location of Faculties. 



APPLIED TO TEACHING. 



57 



f Selfish 

Propensities, " 



Self-relative, J 



' Love of Life. 

Alimentiveness. 

Acquisitiveness. 

Destructi veness. 

Combativeness. 

Cautiousness. 

Secretiveness. 
[ Constructi veness. 



r Feelings, J 



_ Social, 



' Perceptive, 



Intellect, < 



^Esthetical JSjK; ■ 
I Faculties 4MirthMness. 

f Amitiveness. 
Domestic J Love of Children. 

Propensities, ] Friendship. 

Inhabitiveness. 



Governing 



^ Conforming, 



' Individuality. 
Form. 
Size. 
Weight. 
Color. 
Order. 
Number. 
Eventuality. 
Locality. 
Time. 
Tune. 
Language. 



Self-esteem. 
Approbativeness. 
Firmness. 
Conscientiousness. 

' Veneration. 
Benevolence. 
Imitation. 
Faith. 
Hope. 



Reflective, 



C Comparison. 
[ Causality. 
SELFISH PROPENSITIES. 

Love of Life. — It is a well known fact that persons 
cling to life with different degrees of tenacity. Some 



58 THE SCIENCE OF THE MIND 

would rather live in torment than to cease to be; 
others rather than to bear the ordinary disappoint- 
ments of life will put an end to their existence. This 
faculty gives the desire to continue existence for its 
own sake. It desires life as an end and not as a 
means. Some have no dread of death and find no joy 
in mere existence, but the} 7 desire to live that they 
may provide for children or that they may accomplish 
some other purpose. Life is the most valuable of 
man's possessions, and he is given a strong - propensity 
to preserve it, that he may appreciate its value. 

Hope, or the expectation of future g'ood, combined 
with the love of life, gives all men an instinctive belief 
in the immortality of the soul. 

It is a wise provision of nature that this faculty is 
most active in youth when life is most in danger, and 
most desirable because all the good of life is yet to be 
realized. In old age the desire to live grows continu- 
ally weaker untd man has accomplished his mission, 
when it ceases and death is a welcome visitor. To 
youth the thought of death is terrible, to old age it is 
as soothing as the thought of sleep to the tired mind. 

It is inhuman cruelty to excite this faculty to pain- 
ful action in children by keeping before their minds 
the terrors of death. Many a child's life that might 
otherwise have been sweet, has been made bitter by well 
meaning parents, who think children must be taught 
the terrors of religion lest, the children's souls be lost ! 

Premature death results from transgressing phy- 
siological or physical laws and is not a punishment for 
moral transgression. So children should be taught to 
rare for their lives ; but to teach them that it is an awful 
tiling to die because of what follows death, is to teach 



APPLIED TO TEACHING. 59 

them what can do them no good, but will do only harm. 
In the light of day and among" companions, when the 
dread of death or of future punishment is not active, 
such teaching's do not restrain from wrong doing. It 
is in the night and when the child is alone that he is 
tortured by fear. The next day the fear is gone and 
the child goes on as before. The effect is to make the 
child a coward and a hypocrite. 

How can a child love God when it believes that for 
the little wrong it has done He will throw it in the 
fire and keep it there forever ! The child knows it is 
wrong not to love God, and should you ask whether it 
did love God, it would say yes, when the truth is it 
does not. Who can estimate the suffering that has 
come to the tender hearts of children by such teach- 
ing? Alone in the silence of midnight, the awful 
thought of death and the tortures of the damned, 
presenting themselves as realities to a child give such 
terror and pain as never come to riper years. Child- 
hood is the time when joy is unalloyed and love is 
tender and sweet. A childhood warmed by the sun- 
shine of joy and refreshed by the dews of beautiful 
love, will grow up into a rich manhood and woman- 
hood. So let the teachings of childhood be such as 
will awaken joy and love, that will banish fear. Let 
children know that we love them, that God loves 
them. Then will they love us and love the Giver of 
all. They will do the right or that which will please 
the objects which they love, because love is the only 
pi lie fountain from which clean conduct can spring. 

Persons who have this faculty strongly developed 
will struggle against disease and by force of will they 
live when all hopes of their recovery have been des- 



60 



THE SCIENCE OF THE MIND 



paired of by friends and physician. Those in whom 
it is weak have a slender hold on life and succumb 
readily to disease. 

Alimentiveness. — Location. — This propensity is 
connected with the anterior convolution of the middle 
lobe of the brain. When this part of the brain is 
developed it gives width to the head just in front of 
the upper part of the ear. Fig-. 21 shows it well 
developed. Fig-. 9 shows it small. 




Fig. 21. — Alimentiveness. (Large.) 



Function. — Alimentiveness is the propensity to take 
food and drink. It compels one to take nourishment 
whenever the system requires it. Persons with it 
strong find great pleasure in eating and drinking ; 
while those in whom it is weak take sufficient to nourish 
the body, but take no particular pleasure in eating 1 . 
It matters nothing to them whether the food be plain 
or the finest variety. The pleasure which they re- 
ceive is about the same in each case. 



APPLIED TO TEACHING. 61 

Training. — The training- of this faculty enters very 
little into the work of the school teacher; hut the 
evil results from its wrong- training are so g-reat that 
a few words here will not he out of place, if they cause 
the teacher to do what he can to give right instruction 
upon this important subject. 

Nothing is more forcibly taught by nature than that 
every power of mind and body should be used only to 
obtain the objects which these powers are to secure. 
Appetite should be exercise to supply the wants of the 
body. To use it for any other purpose is to transgress 
a law of nature. If the appetite be indulged beyond 
the requirements of the body, ill-health is sure to 
follow. 

While in all cases it may not bring bodily illness it 
will certainly have an injurious effect on the mind. 
The laws of the appetite are : To take nourishing food ; 
to take it in quantities sufficient for the use of the 
body and no more ; to take it at proper intervals ; to 
take it regularly. To transgress any of these laws 
impairs a healthful action of the vital organs, and 
imperfect action of the vital organs impairs the 
nervous system, and this causes an imperfect action of 
the mental faculties. The intellectual faculties are 
befogg-ed, clear thinking becomes impossible. The 
animal propensities act spasmodically and the person 
becomes peevish, ill-tempered and unbalanced gen- 
erally. While living up to these laws and other laws 
of health the mind is clear and the disposition 
amiable and happy. Improper eating' is more- 
often the first step toward ill-health than any 
other. When the bodily functions are deranged by 
improper eating, it gives rise to a strong craving for 



62 THE SCIENCE OF THE MIND 

stimulants: for stimulants counteract this painful 
action and for a time soothe the irritated nerves and 
the person no longer feels the pain. The next time 
stronger stimulants are required to produce the effect, 
and after a time he becomes a slave to their use. The 
seeds of intemperance are sown at home in infancy 
and youth. Among- the poor by the want of proper 
food, among- the rich by pampering the appetite. If 
the child can be brought to manhood with an appetite 
which was never perverted by improper eating-, there 
will be no craving for strong drinks, and an appetite 
for them will be hard to establish. But a boy or 
young man whose body and mind is unbalanced and 
feverish, the result of improper eating, is almost 
driven to strong drink to quiet the restlessness and 
painful action of his system. The following from 
" How to Educate the Feelings," by Charles Bray, is 
to the point : 

"A common practice seems to be to make the en- 
joyment of eating the grand ultimatum. It is held out 
as the strongest inducement to ' behave well '; it is 
the promised reward of obedience ; it is the convenient 
resource of the nurse to ' keep the child quiet '; it is 
the bribe of the friendly visitor to gain the child's 
attention ; it must furnish occupation to the child 
when its restless attempts to acquire a knowledge of 
things around it are troublesome. The very infant's 
tears are assuaged by anticipations of the ' nice pud- 
ding ' that is coming ; its own impatience is heighten- 
ed by the affected impatience of the nurse, who excites 
instead of allaying- the eagerness for selfish gratifica- 
tion. If, in addition to all this, children continually 
see their elders taking anxious ' thought what they 



APPLIED TO TEACHING. 63 

shall eat and what they shall drink ', can it be 
wondered at, that they should over-rate the import- 
ance of the pleasures of the appetite and that such 
lessons should seldom be unlearned in after-life ? 

" Sweetmeats and other delicacies are indeed a 
common reward for good deeds, and a denial of them 
a common punishment for the sins of childhood. The 
mischief arising from this is not only the training- of 
children to be gluttons and epicures, which it must 
infallibly do by making the gratification of the palate 
of such paramount importance ; but a greater evil is 
to be dreaded — the weakening of the moral sense by 
supplying an unworthy and temporary motive to 
obedience when a higher one alone can be adequate 
and permanent. An example may illustrate this. 

Mrs. was very anxious (as every right-minded 

mother must be) that her child should be religious, 
and no pains were spared to make him so, as will 
appear. The boy (not four years old) was brought 
down to dessert. In due course the nurse came in to 
take him to bed, when this conversation took place : 
Mamma — ' Oh, yes — now be good. Show Miss such- 
an-one how prettily 3 r ou can say your prayers.' 
(Silent, pouting lips.) M. — ' Come now, you don't 
know what grandmamma has for you !' Boy — 
' What ?' M. — 'An orange !' Grandmamma — ' There's 
Shamrock (the dog), make haste, or we'll get Sham- 
rock to say pretty prayers.' M.— 'Yes, dear, now 
do — because of the orange, you know. ' Will it be 
believed that this chattering had the desired effect 
upon the boy ? Worked upon by greediness and 
vanity, he lisped the Lord's Prayer in a sulky, mutter- 
ing manner, was called a good boj 7 , and went to bed, 



64 



THE SCIENCE OF THE MIND 



but without the orange. When lie asked for it, 
' to-morrow ' was the answer. Here were lessons in 
plenty ; here, in five minutes, were inculcated impres- 
sively greediness, stupid surrender of the understand- 
ing-, vanity, lying- and hypocrisy. 

Acquisitiveness. — Location. — Taking- the top of the 

ear as the starting point, and passing upward one 




•5*1 

Fig. 22 



-Acquisitiveness. (Large.) 



inch, then forward one inch, we will find the point on 
the head, at which it is widened by the development of 
this propensity. Fig. 22 shows a large development 
of the brain at this point. 

Function. — Acquisitiveness gives the sense of pro- 
perty. It is the desire to provide the means for 
gratifying the other faculties. Those in whom it is 



APPLIED TO TEACHING. 65 

strong- are disposed to be industrious and to provide 
for future wants. Those in whom it is weak have 
little desire to lay up stores which will be required in 
the future, they possess little skill in financial matters, 
they indulge their tastes and feelings to the extent of 
their means, but do not exert themselves particularly 
to provide other means ; if they have money they spend 
it freely for good or bad purposes as their impulses 
prompt. They have no impulse to gain wealth, or to 
keep it when they have gained it. This faculty gives 
industry in obtaining those things which can be used, 
and also economy in their use. It gives a desire to 
possess any kind of property which will contribute to 
happiness, but money being that with which most 
other things can be obtained, is the primary object for 
which acquisitiveness strives. 

In some of the animals this propensity is strong, the 
ant, the bee and the squirrel are examples ; the hen eats 
what she wants, but makes no provision for the 
morrow ; the little squirrel stores what food remains 
in a safe place for future use. Animals have few 
wants which can be gratified by property, so they are 
content when they have a nest and food. Man who 
has so many wants, has a higher degree of this faculty 
to make him more industrious in laying up a store. 
All the pleasures derived from books, from knowledge, 
from art, from society, from honor and from fame, 
are to be obtained directly or indirectly with money. 
It is therefore not strange that in this age the great 
impulse that moves the world is the desire for money. 

It is said that the love of money is the root of all 
evil, but it should be remembered that it is the root of 
all good as well ; without the ability to accumulate 



66 THE SCIENCE OF THE MIND 

wealth the greatest genius is lame and to him the path 
of progress is closed. To the poor man every door is 
locked and can be opened only with golden keys. 
Money is king- and rules the world. Let a man have a 
reputation for any excellence and let it be known that 
he is poor and at once he falls far down in the estima- 
tion of the world ; but let it be understood that he is 
very rich, and the world is his humble servant. It is 
not because people are governed by unworthy 
motives, for it is natural and right that they respect 
wealth or, rather, what it represents. Wealth is an 
essential force in the production of good and happiness. 

Cultivation. — Wealth is to be obtained as a means 
to increase human happiness. Men should g'et rich to 
live and not live to get rich. 

The right training of this faculty consists in reduc- 
ing these principles to practice. Men should get all 
the wealth which they can honestly, but they should be 
careful to use it in a way that will bring the greatest 
good to themselves and all mankind. For a man to 
hoard away his thousands is as wrong as for a man to 
get all the grain of the country and let it rot. The 
cry against rich men is all wrong. The millionaires 
who build and operate our railroads and other great 
industries are not surpassed by other benefactors of 
our race. The great danger lies in seeking riches to 
eagerly. The impulse to get rich becomes so strong 
as to overrule all others. Then greed extinguishes 
every generous impulse and the man becomes close- 
tisted and miserly. He becomes penny-blind and is 
unable to see that which is purest, truest and best. 

To love husband or wife, home and friends, children 
and all mankind; to possess wisdom and knowledge; 



APPLIED TO TEACHING. 67 

to appreciate music and poetr}^; to be susceptible to 
the beauties in nature and in art ; are the ends to be 
sought in life, for they are the sources whence comes 
our truest happiness. When riches are sought that 
we may secure these ends to ourselves and to others, 
it is the legitimate action of Acquisitiveness. 

The activity of this faculty can be observed early in 
the child. It soon has an idea that a certain thing is 
it's own. The feeling should be encouraged by per- 
mitting it to have its own playthings, treasures and 
money. Especially should it be trained in some way 
to earn that which it would possess and to exercise 
care in its preservation. 

On the farm each child should have its sheep, calf or 
chickens, and they should belong wholly to the child, 
and the natural increase should also belong to it. 

The care and management of these should be given 
over to the child as far as practicable. A piece of 
ground might be given to the boy. Let him sow the 
seed, cultivate, harvest it and sell the produce ; let him 
either pay for the help which he must have by return- 
ing work to the father or to whomever helps him, or 
pay for it in money when the harvest is sold. When 
the boy reaches his majority he will have several 
hundred dollars of his own. But best of all, he will 
possess habits of industry and economy which make 
his prospects for a successful life certain. Some men 
keep, or have the boys to keep, a strict account of the 
time that they work, and when money is to be spent 
for clothing or pleasure that is taken out of their 
wages. 

The point is to let the child do business as soon as 
possible so that business habits may be formed. 



68 THE SCIENCE OF THE MIND 

The reason why rich men's sons soon run through 
with what they inherit is, that they lack this busi- 
ness training- ; their wants have always been supplied 
and the business part of their natures have never 
been developed. While the boy who makes his own 
living- cultivates those powers which enable him to get 
the wealth which is squandered by the rich. 

Faculties which are strongest in any given mind 
work together and these give different characteristic in 
different persons. Acquisitiveness, strong, combined 
with strong Hope and Combativeness, gives enterprise ; 
combined with small Hope, strong Cautiousness and 
Secretiveness, gives a tendency to penuriousness and 
great caution and secrecj^ in money matters— better 
small profits in a sure investment is the motto of 
such a character — combined with Conscientiousness, it 
makes the person honest, but close ; with Approbative- 
ness, it makes the person vain of his riches ; and with 
Benevolence, it makes the person use his money for 
the good of others. Such was the character of Mr. 
Peabody, whose name has become a synonym for 
large-hearted generosity. The same is true of Peter 
Cooper. 

Destructiveness. — Location. — The brain devoted 
to the manifestation of this impulse is situated just 
above the opening of the ears. When developed it 
gives width of head in that region, as in Fig. 23. 
When undeveloped the head is narrow at those points, 
as in Fig. 24. 

Function. — Life is a constant struggle against 
forces which tend to destroy us. We have to compete 
with those of our own kind for the means of exist (Mice 
and happiness. Nature is seemingly against us. 



APPLIED TO TEACHING. 



69 



Heat and cold, floods and draughts, and all the 
elements war against us. Cautiousness is given us 
that we may avoid dangers, but this is not sufficient 
in all cases. We cannot avoid all dangers, nor can 
we secure those things which are necessary to our 
well being by remaining passive. We must meet the 
foe and overcome him. The soil, the ocean, the air, 
the lightning, the heat of summer and the cold of 
winter, must be subdued and made to do us good 









Fig. 23. — Desfructiveness. 
(Large.) 



Fig. 24. — Destimctiveness. 
(Small.) 



instead of harm. To be able to do this we must have 
within us a force which will give us the power and 
make it a pleasure to grapple with what is hurtful 
and destroy it. 

The faculty under consideration gives the power to 
destroy. It takes pleasure in tearing down whatever 
is undesirable, it gives energy in aggressive move- 
ments, executive ability in business, and thoroughness 



70 ' THE SCIENCE OF THE MIND 

in all kinds of work. The kindly feeling- which we 
have for creatures which can experience pain prevents 
us from inflicting' it, but Destructiveness counteracts 
sympathy and enables us to inflict pain with good or 
bad intentions. A pre-dominance of this faculty over 
Benevolence, makes the person harsh, severe and 
cruel. It is an element in anger and gives to it the 
destroying quality ; it gives edge to satire. Persons 
with it strong are apt to be very severe in their con- 
demnations. The desperado manifests it in minder 
and burning ; the business man, in overcoming all 
obstacles; the statesmen, in tearing down that which 
impedes national prosperity; the preacher, in attacking 
sin in every form. 

When the faculty is deficient, the person is mild and 
wanting in that aggressiveness which overcomes all 
opposition ; if a business man, he lacks energy ; if a 
statesman, he will try to avoid trouble and will try to 
settle all things peaceably ; if a preacher, he will do 
good but will not be an aggressive reformer. 

Training. — This is one of the lower propensities and 
should therefore be exercised only to carry out behests 
of the higher faculties. If exercised for its own grati- 
fication, it leads to cruelty ; if made the servants of 
the higher ones, it becomes a powerful agent for good. 
Good intentions without the power to remove evils, 
which prevent their reduction to practice, are almost 
useless. The teacher should seek to enlist this faculty 
in the interest of truth and justice. 

Children must be impressed with the fact that rage, 
revenge and cruelty are wrong and disreputable; 
when the feeling is excited the teacher should appeal 
to the child's kindlier nature. By touching a child's 



APPLIED TO TEACHING. 71 

sympathy it can be made strongly to regret a deed 
of harshness and cruelty. By indicting' pain the feel- 
ing is only excited still more. 

Combativeness. — Location. — This faculty is con- 
nected with the part of the brain which lies about one 
inch back of the top of the ears. When developed the 
head is wide and full in that region, as in Fig. 25. 
When deficient the head is narrow there. 

Function. — This is the faculty which gives the pro- 
pelling force to character. Those who have it strong 




Fig. 25. — Combativeness. (Large.) 

are active, not passive. They feel an impulse to push 
ahead and triumph over difficulties and danger. It 
makes a person contentious, pugnacious, quarrelsome 
and fond of disputes. When weak, it makes the 
person passive, averse to contention and incapable 
of active, forward movement against opposition of 
any kind. It gives rise to courage, bravery, impetu- 
osity. 

Combativeness and Destructiveness both enter 
into the state of mind which we call anger. The 



72 THE SCIENCE OF THE MIND 

quality of anger depends upon which of the feelings is 
most excited. Combativeness is aroused by thwart- 
ing- some purpose which we cherish. A person whom 
we love may oppose us, the impulse to triumph over 
him arises, but the feeling- is pure combativeness. We 
feel no desire to injure our friend, yet we are angry. 
We have the will and the courage to meet him and 
overcome him, but no desire to injure him or to inflict 
pain. Combativeness desires conquest or victory ; 
Destructiveness desires extermination. Destructive- 
ness leads to cruelty, malice, revenge. One may be 
brave and not revengeful ; one may be malicious, 
revengeful, and not brave. Some of the most blood- 
thirsty men have been the most despicable cowards. 
Some of the most courageous have been the most 
generous and kind. The two faculties work together; 
the one makes us capable of attacking what is hurtful 
to us, the other gives us the power to destroy that 
which is hurtful. 

The influence of this faculty upon character is very 
great. Whether the possessor of a large degree of it 
will be worthy, depends wholly upon the relative 
strength of the other faculties. The one who is defi- 
cient in it lacks a power that cannot be atoned for by 
an3 r other virtue. Though he may never be brought 
into a situation where it will be clearly manifest that 
he is deficient in courage, yet all his other powers will 
be as useless to mankind as are all the good points of 
a war vessel without a brave captain to command her. 

A person deficient in the moral faculties and having 
a low organization, strong body, Destructiveness and 
Combativeness large, will be a brawler and fighter. 
Combativeness combined with Intellect, gives a love 



APPLIED TO TEACHING. 73 

for controversy and great industry and activity in 
gathering* knowledge ; with Self-esteem, he will be 
tyrannical and domineering; add to this Approba- 
tiveness, and he will be ambitious to gain notoriety 
and very sensitive to criticism. Combined with Firm- 
ness, it adds impetuosity to determination ; with 
Conscientiousness, it gives moral courage and great 
activity in overcoming all obstacles that the right 
may prevail ; with Benevolence, it combines courage 
with generosity and gives a love for fighting battles 
for the weak and oppressed ; with Secretiveness, it 
adds cunning to courage and there will be a disposi- 
tion to triumph by strategy ; with Secretiveness, 
small, it combines frankness with courage. Such a 
man's plans will be frequently defeated, because of the 
lack of discretion. When combined with small Cau- 
tiousness, there will be recklessness ; with it strong, 
there will be a proper combination of caution and 
courage. 

Combativeness lends force and efficiency to every 
other power of the mind. And whether Combative- 
ness shall be a power for good or evil depends upon 
the controlling influence exercised b}^ the other 
faculties. 

Training. — It is when this faculty is exercised for 
its own sake, or when exercised in connection with 
some of the lower feelings, in opposition to the higher 
feelings, that it produces evil. Its training, therefore, 
consists in awakening the more worthy motives to 
become leaders of this one. The teacher should 
awaken the love of knowledge and seek to infuse 
courage into that. He should lead the child to over- 
come all obstacles in the way of a good education or 



74 THE SCIENCE OP THE MIND 

of a noble and useful life. If the faculty acts in 
conjunction with the lower faculties, the teacher 
should show that such motives are enemies to the 
pupil's best interests and thus the child will turn 
Combativeness against these unworthy and injurious 
impulses and will battle for the better feelings. We 
should never forget in training- people that the forces 
which will bring about a reformation are within 
them. The duty of the teacher is to set the proper 
forces to work. Combativeness is one of these forces 
and the teacher or parent has occasion to rejoice 
when he observes a good degree of it, although it may 
be turned in the wrong direction. There is no reason 
for rejoicing when there is weakness of this faculty, 
for though the child may be docile and obedient, it 
does not take long to discover that it is lacking in 
manly spirit. It is sadly weak where in this world it 
should be strong. If j^ou have a child that gives up 
cvory task that is difficult and is always saying, " I 
can't do it,' ? seek to awaken its Combativeness. This 
can be done by giving it such tasks as it can do, when 
encouraged by one victory give a little harder task 
and so keep increasing the difficulties, and by appeals 
to pride, love, sympathy, ambition or whatever 
motive is strong, you will awaken this faculty and 
cause it to grow stronger. 

It is unfortunate for the teacher when he himself is 
endowed with too large an amount of Combativeness, 
Self-esteem and Approbativeness, for then he is as sore 
as a boil. He will believe that everything that is 
done by those whom he suspects of not liking him is a 
thrust at him, and he will have such hatred for them 
that he cannot do his duty toward them. The remedy 



APPLIED TO TEACHING. 75 

for this difficulty is first to know that most of these 
things arise from over-sensitiveness on his own part. 
He should seek to cultivate more love towards all 
men and try to forget his own grievances. 

If he finds a pupil of this unhappy disposition he 
should exercise the utmost patience, meekness and 
charity toward him ; come to an understanding with 
him, and show him that his suspicions are groundless. 

The teacher must be especially careful not to dis- 
play this faculty too prominently ; for when it is 
excited in another it immediately becomes so in us. 
So the teacher must speak in tones of kindness and 
love and not in those of anger. No good ever comes 
from over-riding a child's resistance, when bringing 
some other motive into action will effect the change. 
The child's will should not be broken, but should be 
turned in the right direction. Suppose a pupil did 
not conform to the teacher's wishes in a matter of 
minor importance. The teacher by superior force 
makes the child conform. Very little is gained and 
much harm may be done. But suppose the teacher 
keep him in after school, talk to him kindly, showing 
that the requirement was just and necessary to the 
good of all; that it was not for the teacher's good 
alone but for all ; then say, " I know you will now do 
as I want you to ; for I would do any favor for you 
that you wish." Talked to thus in kindness and 
confidence the child will obey willingly. This victory 
will be of great value to him for his better nature has 
triumphed over his baser one. 

Cautiousness. — Location. — The brain with which 
this faculty is connected is located just under the 
middle of the parietal boues. When large it gives 



76 THE SCIENCE OF THE MIND 

width to the upper back head, forming- corners where 
the head rounds off toward the top and back. See 
Figs. 20 and 26. 

Function. — Cautiousness is the propensity to seek 
safety and to avoid danger. It is the instinct which 
urges upon the mind at all times the importance of 
watchfulness and care, lest injury befall some of its 




Fig. 26. — Cautiousness. (Large.) 



interests. When powerfully excited it gives rise to 
fear and terror. It being a feeling it is not under the 
direct control of the will. Often it is active and we 
feel fear and dread when there is no danger. Few 
people believe in ghosts, yet many of them experience 
fear at night in dark and lonely places. Combative- 
ness is to a certain extent a love for danger as it is 
gratified in meeting and overcoming it. So that 
animals and men are likely to run into dangers which 



APPLIED TO TEACHING. 77 

will be their destruction had they not an impulse to 
restrain this dangerous action of one of their other 
faculties. The mastiff in his eagerness to engage the 
bear runs headlong into sure destruction. People 
who are deficient in cautiousness are always in trouble, 
caused by recklessness, meeting with accidents and 
losses. Every one except they themselves can see 
that it is all the result of carelessness. 

When the faculty is too strong, combined with weak 
combativeness, it produces vacillation, procrastination 
and want of decision to act. 

Cautiousness acts with the other faculties. With 
large intellect it gives soundness and accuracy in 
investigation. With Cautiousness small there may 
be great intellectual power, but a want of reliability. 
With Self-esteem it produces watchfulness in regard 
to one's dignity ; with Approbativeness, carefulness as 
to appearances and reputation ; with Acquisitiveness, 
great care in money matters. Deficient Cautiousness 
and excessive Combativeness make a man rash ; the 
reverse makes him a coward. 

Training. — Cautiousness exercised in avoiding real 
dangers is of great use to the mind and an excellent 
trait of character, but when used to avoid disagreea- 
ble things, especially those which the highest faculties 
require to be met, it becomes hurtful to good char- 
acters. When it is very strong the greatest care 
should be exercised with children that they never 
become afraid to do the right regardless of conse- 
quence. Put a premium upon courage and not upon 
cowardice. Let a child know that it has nothing to 
fear in telling the truth. A popular lecturer has said, 
that he was glad that nature had made it possible for 



78 THE SCIENCE OF THE MIND 

a child to throw up a breastwork in the form of a lie 
to protect it from an enraged superior. Punish- 
ment administered as punishment, does more harm 
than good. It makes the child, which might other- 
wise be noble, a selfish, cringing hypocrite. Teach the 
child to be fearless and manly. This can be done by 
ruling it by love, conscience and self-respect. By 
thus bringing these motives to the front in childhood ; 
in manhood when the noble faculties become still 
stronger, good conduct, noble and manly character- 
istics, become natural. 

One of the greatest difficulties which a teacher has 
when going into a new school is to overcome the 
natural fear which children have of strangers. Per- 
haps, before starting to school, the child has been told 
that it must be good for if it is not the teacher will 
whip it before the whole school. The way to dispel 
fear is not by telling the child that you won't hurt it, 
but by engaging it's other faculties and making it for- 
get its fears. Talk to the other children and by 
getting them all interested in books or pictures fear 
soon disappears. 

Fear is naturally strong in children. This is 
necessary to make them careful, for they are in 
greater danger than adults. Education must step in 
to bring them out of this fear. If they are not edu- 
cated out of it, it will be a great hinderance to them. 
A method of producing the imbecility, which arises 
from abnormal cautiousness, is to give it sympathy. 
Some little mishap has occurred to the child, it erics. 
the mother makes a great ado over it, and makes the 
child really believe that something terrible has happen- 
ed. This performance is repeated a dozen times a day. 



APPLIED TO TEACHING. 79 

You will have children running to you at each 
recess with complaint against some play-mate. Soon 
you will have to protect a half a dozen big boobies 
against the little fellows. If they are permitted to 
grow up in that way they will become weak and 
pusillanimous. The better way is to send them away 
to play by themselves, or keep them in the house. 
Let them understand that you will have no such 
complaining. It were better to teach them to fight 
for their rights rather than to encourage imbecility 
and cowardice. 

The author once lived near a family in which there 
were six small children. He never heard one of them 
cry. One evening while playing with a little girl of 
three years he hurt her finger. She hid her face in 
the grass for a minute and when she raised her head 
she was smiling through her tears. She had choked 
down the cry. In talking with the mother he learned 
that she taught her children not to cry. "What a 
lesson in that great attainment, self-control ! 

Secretiveness. — Location. — The brain with which 
this faculty is connected is situated about one inch 
above the top of the ears. When developed the head 
is wide in the middle of the side head, as in Fig. 23. 
When small the head is narrow in the middle line of 
the side head, as in Fig. 24. 

Function. — Secretiveness makes it possible to con- 
ceal the present state of the mind. Thoughts and 
feelings manifest themselves in actions and words. 
And were there not a power of the mind which could 
restrain the expression, these thoughts and feelings 
would be apparent to every one who was near us at 
the time that they existed in the mind. It were 



80 THE SCIENCE OF THE MIND 

indeed unfortunate if men's minds were so trans- 
parent. Man has not direct control of his thoughts 
and feelings, and it were greatly to his own and other's 
injury could his mental state be observed bjr others. 
Whenever the intellect decides that certain mental 
state be concealed this faculty throws a veil over the 
mind. And while the person may at the time be 
strongly agitated by love or hatred, or any other 
emotion, the lips are sealed as to the fact and the face 
is permitted to tell no tales, but both tell quite a 
different story. A secretive person may by the power 
of this faculty assume the most confidential airs and 
be the personification of frankness, and thus be able 
to mislead most men. It is only those who them- 
selves are sly and close readers of characters who will 
detect the veil which hides the other's inmost nature. 

These are the voluntary actions of the faculty, but 
when strong it acts involuntarily. The person instinc- 
tively avoids publicity. He is reserved, discreet, 
cool-headed and cunning. He never seems to be 
excited and is frequently pronounced devoid of feel- 
ing, while the truth is he has far more feeling than 
many others, but he gives expression to his feeling 
only when he thinks proper. 

When the faculty is deficient it makes a man frank, 
outspoken, transparent and indiscreet. He tells all 
he thinks and feels and is ever saying or doing some- 
lliing which brings himself or friends into difficulty. 
He is the prey of all cunning and designing people. 
Honest and frank himself he cannot see how people 
can be otherwise. When he himself tries to practice 
shrewdness he reminds one of the bird which to hide 
from his pursuers slicks his head into the sand and 



APPLIED TO TEACHING. 81 

imagines he is entirely hidden. Cautiousness will 
prompt him to avoid rogues, but he is never able to 
outwit them. 

It will at once be seen that the faculty gives a 
useful attribute to man ; guided by intellect and strong 
moral feelings it becomes a power for good. It is 
employed in every position in life, and all that is 
necessary to make it productive of good is to exercise 
it in connection with pure motives and upright 
principles. It is only when linked with depraved 
morals that it becomes a source of evil. 

Training. — The training of this faculty consists in 
awakening the nobler faculties. So that the child 
will not, as it grows older, be given to deception, 
trickery and cunning in selfishness ; but be governed 
by right motives and use discretion and shrewdness 
as aids to doing good. When it is weak the child 
should be cautioned in regard to secrecy and discre- 
tion. It must be shown that while it may mean well 
in it's out-spoken manner, it will be likely to be mis- 
judged by those who hear ; that a little more reserve 
will bring more respect from others. 

The teacher will find difficulty in getting acquainted 
with his secretive pupils. This difficulty must be 
overcome if he would fulfil his mission. Nothing in 
successful teaching is more necessary than that the 
pupil should have full confidence in his teacher. 
Must have such faith in him that he will lay open his 
heart to him and let the teacher see his aspirations 
and his difficulties. When the teacher gets into the 
inmost chamber of the heart he can bring about a 
wonderful change. He can inspire hope and ambition, 
quicken all the good impulses and prune off what is 



82 THE SCIENCE OF THE MIND 

hurtful. The teacher may have an earnest desire to 
do the pupil good, but so long- as he is barred ou^ of 
his inmost life his efforts will be of little avail. The 
pupil is so far away that the teacher cannot reach 
him. 

The way to inspire the confidence of your pupil is to 
be earnest and sincere in your efforts to benefit him. 
Lay all seliishness aside. Do all that you can for 
your pupil regardless of consequence to yourself. 
Sincerity and frankness are contagious, and if you 
exhibit these qualities toward your pupil he will feel 
them toward you. Let the teacher act on the princi- 
ple that students need watching, and by his manner 
indicate that he is shrewd enough to catch the worst 
of them, and makes bad conduct a game of " hide- 
and-go-seek," and nothing- is more interesting to chil- 
dren. It is such fun to out- wit the teacher that 
punishment is unheeded, but only gives zest to the 
sport. 

Sincerity and trust are the teacher's strongest 
means of control. Though he may be imposed upon 
once or twice, yet if he persevere and convince them 
that his interest and trust in them are genuine he will 
gain a lasting victory. 

No eyes are so penetrating as those of children. If 
you practice double-dealing toward them, they will 
And you out. The sly ones will read you through and 
through. If you make a mistake in conduct before 
the school, the right thing to do is to confess it. A 
genuine confession of error will raise you in the esteem 
of every pupil. 

(Jonstructiveness. — Location. — The brain with 
which this propensity is connected is situated immedi- 



APPLIED TO TEACHING. 83 

ately under the temples. Its development gives 
width, as in Fig-. 27. 

When small the head at the temples is narrow, as in 
Figs. 9 and 22. 

Function. — Mechanical appliances are in accordance 
with certain properties and relations of matter which 
are inherent in it. The intellect is able to discover 
these relations. So perception and reason are suffi- 
cient to give the idea of the use of the hands and tools 
in producing a desired effect. The faculty of Con- 




Fig. 27. — Construct! veness. (Large.) 

structiveness is not an intellectual faculty which gives 
ideas of mechanics, but it is a feeling which produces 
fondness for mechanical labor, a love for constructing. 
The person may be indolent jet he loves work best 
which requires the use of tools. Persons with superior 
intellects have talent for invention, but without this 
faculty their talents will not be turned in this direc- 
tion, for they take no interest in construction. And 
should they engage in mechanical pursuits they may 
succeed well, but they will never love their work. A 



84 THE SCIENCE OF THE MIND 

person with large Constructiveness and deficient in- 
tellect will delight in his work, but will have little 
ability. 

Cultivation. — This faculty is active in nearly all 
children. Nothing- gives them greater pleasure than 
to be making something. Since the activity of this 
faculty enters so universally into all manner of work 
it should be diligently cultivated. 

Girls should be early taught to do all kinds of 
house-work. Though they may never have to do 
o1 her than the more elegant parts of it, it is neverthe- 
less well for them to know how all of it is done that 
they may the better direct those who do the other. 
In our civilization men are expected to know how to 
do their business and to make the money to support 
the family. And woman ought to be complete 
mistress of the house and understand how to make it 
what it should be. A mother does her daughter a 
great injustice b}*- permitting her to grow up without 
a thorough knowledge of the construction of those 
things that make even the humblest home the 
paradise of earth. A young lady has reason to be 
proud if she can with little make the parlor attractive, 
can can also go into the kitchen and prepare a good 
meal. 

Boys should be early supplied with tools and in- 
structed in their uses. There are many opportunities 
to cultivate this faculty in the school — by writing 
and drawing; by making diagrams and outlines of 
their lessons; by placing work on the board; by 
keeping exereise-books in neat and presentable shape. 



APPLIED TO TEACHING. 85 



CHAPTER VI. 

THE jESTHETICAL FACULTIES. 

Ideality.— Location.— This faculty is connected 
with the brain, which is situated just above the 
temples. See Diagram Fig-. 20. When developed it 
gives width to the head in that region, as in Fig. 28. 
When undeveloped the head is narrow at that part. 

Function. — The function of this faculty is to give a 
longing for the perfect, or as it is more generally 
understood, a desire for the beautiful. When the 
eye meets with anything which is perfect in all its 
parts a feeling of pleasure is awakened. This feeling 
is caused by the activity of Ideality. The action of 
Ideality has a modifying influence upon all the 
feelings. It throws about them a radiance of beauty, 
and lifts them above the grosser manifestations. It 
also modifies our perception of material objects and 
causes us to see in all things what otherwise we should 
not see. The man without Ideality looks upon a 
landscape and regards it simply as a thing of use. A 
flower is to him nothing, but a thing of utility in 
bringing about the development of the fruit. A 
statue of Venus is to him nothing but a stone girl. 
But to him who has Ideality all these things possess 
an attribute which awakens in him the keenest sense 
of pleasure. The perfect combination of forms and 
tint in the flowers, awaken in the mind of the poet the 



8G 



THE SCIENCE OF THE MIND 



feeling- of the beautiful. And he clothes even material 
objects or, rather, sees in them a perfection which the 
man without Ideality cannot see. Fields and woods, 
the sea and the sky are full of beauty, and the glow of 
feeling which arises from this faculty clothes all 




Fig. 28.— Ideality. (Large.) Alphonse Neuville. 

nature in a mantle of ideal beauty. The man desti- 
tute of Ideality sees nature in her nakedness. She 
excites no feeling in him except the satisfaction that 
comes from observing things in her that minister to 
his appetite. It is the man with Ideality of whom the 
poet says : 



APPLIED TO TEACHING. 87 

" To him who in the love of nature holds 
Communion with her visible form she speaks 
A various language, for his gayer hours 
She has a voice of gladness, and a smile 
And eloquence of beauty, and she glides 
Into his darker musings with a mild 
And healing sympathy, that steals away 
Their sharpness ere he is aware." 

Ideality exerts an influence upon all the appetites 
and desires. It clothes them with an ideal perfection ; 
imparts to them purity, elegance and refinement. If 
appetite craves food, Ideality insists upon its gratifica- 
tion in a refined and elegant manner. It is disgusted 
with the mere animal gratification. It so impresses 
itself upon the sexual passion as to raise it above 
the mere animal instincts and makes of it the beauti- 
ful spiritualized sentiment of love. The difference 
between sensual and refined or spiritualized persons is 
not that there is an absence of the animal instincts in 
the latter, but in this, that the passions of the latter 
are refined and elevated above the low by the influence 
of Ideality. 

Ideality is an essential element in poetry, but it 
alone does not make the poet. Poetry is produced by 
intense and excited passion and the activity of the 
sense of the beautiful. This requires a warm tempera- 
ment and strong emotions. Deficency in Ideality 
produces a common-place, prosaic person. Such a one 
would say to his beloved: "The moon shines bright 
on this bank. Let us sit down here and listen to the 
fine music and we will feel better. In the evening 
when it is still I always feel the best." The poet 
under the influence of Ideality would not only experi- 



88 THE SCIENCE OF THE MIND 

ence a more ideal sentiment, but he would express 

himself in language of exquisite beauty : 

" How sweet the moonlight sleeps upon this bank ! 
Here will we sit and let the sounds of music 
Creep into our ears ; soft stillness and the night 
Become the touches of sweet harmony." 

Ideality leads to cleanliness in personal habits, 
elegance and refinement in manners, purity and 
beauty in feeling 1 . It prompts us to seek the perfect 
in nature, in art and in ourselves. It looks forward to 
a time when all will be perfect and beautiful. It 
prompts us to put aside all that is offensive to good 
taste, and is one of the most powerful forces that tends 
to raise man upon a higher plane of life. One with 
strong Ideality may be selfish, dishonest and cruel, 
but he will be so in a refined manner. It is a great 
mistake that good taste, culture and refinement are 
all that is necessary to make one a true man or 
woman. Motives that seek to secure the well-being of 
our fellows are of the first importance. Selfishness 
though it be refined is selfishness nevertheless. 

When Ideality is deficient the person is unable to ap- 
preciate the beautiful. He is coarse, vulgar and com- 
mon-place. To him art and poetry are foolishness. 
He prefers a common fruit tree to the most ornamental 
of trees. A potato lot affords him more pleasure than 
the most beautiful flower garden. He is coarse and 
vulgar in his thoughts and maimers. His passions are 
manifested in their nakedness, no veil of beauty and 
refinement is thrown about them. There is a strong 
tendency to impurity. He never appreciates a pure 
and poetic sentiment, but enjoys an obscene story. 
Frequently we find people of earnest piety who never- 



APPLIED TO TEACHING. 89 

theless enjoy the low, and they are most ready to con- 
demn everything- that savors of the elegant and 
poetic in religion as being heretical, because it does not 
accord with their uncouth ideas. Their own coarsely 
manifested religious feelings they call "spirituality"; 
while the serenest devotion and trust of the refined is 
pronounced by them " coldness." 

Cultivation. — The influence of this faculty is in 
every way so beneficial that its culture is of great im- 
portance. If the children are well dressed, and come 
into a school-room that is neat, provided with good 
furniture, pictures and flowers, and meet a teacher who 
is neat in her dress, refined in manners, a restraining 
influence is thrown about them that will be productive 
of good conduct. 

The teacher should strive to awaken the love for the 
beautiful by pointing out the beauties in the flowers, 
in the sky and everywhere that it may be found. The 
world is full of beauty if we but have our minds 
susceptible to its charms. As soon as the pupils are 
capable of appreciating it the beautiful in literature 
should be pointed out to them. Call their attention to 
the beautiful sentiment and the elegant language in 
which the poet and orator clothe their thoughts. 

They should early be introduced to the best works of 
fiction. Hawthorne, Dickens and Scott show the beau- 
tiful and the ugly in human character as they can be 
seen nowhere else. You might form reading circles of 
your pupils and in these you might show them in 
what the loveliness of the characters consisted. They 
soon learn which traits of character are beautiful and 
which are not. Unconsciously their lives will be 
influenced toward the good by their reading. These 



90 THE SCIENCE OF THE MIND 

authors are the teacher's best friends, if he will but 
draw on them. They will awaken for you in the 
hearts of your children noble aspirations which will 
make them true men and pure women. If you lead 
young people to love good books you introduce them 
into the best society. Their idle hours will be passed 
in talking with the greatest and best. They will 
never be alone, for pure and sweet thoughts will be 
their constant companions. If you get a child once in 
love with good books a successful career is assured. 
Your success will be measured more by what your 
pupils do after they leave the school-room, than by 
what they do while in your care. The very best thing 
you can do for your pupil is to send him into the 
world thoroughly in love with the beautiful and the 
good. And in no way can you accomplish this so well 
as by getting him interested in good books. 

Sublimity. — Location. — This faculty is manifested 
by the part of the brain which lies just above the ear 
at the place where the head begins to round off toward 
the top, between Cautiousness and Ideality. See Dia- 
gram, Fig. 20. 

Function. — The activity of this faculty produces a 
feeling similar to that of Ideality, except that it is 
more powerful and of shorter duration. The percep- 
tion of the beautiful produces a feeling of elevated and 
serene pleasure. The perception of the great produces 
the strong, stirring feeling of grandeur or sublimity. 
The perception of greatness, vastness, immensity, ex- 
cites the feeling of sublimity. Boundless space, tower- 
ing mountains, the ocean, especially when manifesting 
its power in the tempest, the roar of battle, the peal of 
thunder, courage in time of great danger, great self- 



APPLIED TO TEACHING. 91 

sacrifice for a principle, are objects which excite this 
faculty. 

Sublimity gives the love of greatness and the aspira- 
tion to become something- more than the ordinary. It 
gives admiration for all objects in nature that show 
greatness in some form, whether it be in power, size 
or age. It causes men to aspire to do great things. 
It is one of the essentials of eloquence. The true ora- 
tor must have the power to make ordinary virtues ap- 
pear great. This he cannot do unless he is moved by 
this feeling. 

The orator who is pleading" the cause of the suffering 
will make but a weak impression if he leaves the im- 
pression that this pain is one of the ordinary things of 
life. But if he is capable of feeling that this suffering 
is a very great matter, and then represents to his hear- 
ers that it is a thing of the greatest moment, he will 
move his hearers. A man deficient in sublimity would 
have replied to William Penn : ft We will always 
live in peace with your people." The Indian chief 
replied: "While the rivers run and the sun shines, 
will we live in peace with the children of William 
Penn." 

A man devoid of Sublimity would have said to Bunk- 
er Hill monument : " May you be so high that the sun 
will shine upon your top the first thing in the morn- 
ing, and in the evening may his rays fall fast upon 
your summit." Daniel Webster said: "Let it rise 
till it meet the sun in his coming ; let the earliest light 
of the morning gild it, and parting day linger and play 
on its summit." 

In these examples the ideas are accompanied by a 
feeling of grandeur, and are expressed in figurative 



92 THE SCIENCE OF THE MIND 

language which associates them with great phenome- 
na in nature. 

Ideality refines and beautifies the emotions ; Sub- 
limity envelopes them in an atmosphere of grandeur. 
Ideality purifies love ; Sublimity makes us feel that the 
sentiment is worthy of all sacrifice in its behalf. 

Cultivation. — Sublimity may be cultivated by cre- 
ating an interest in the sublime in nature, in art, in lit- 
erature and in conduct. History and literature are 
full of examples of sublime heroism and self-sacrifice. 




Fig. 29. — Mirthfulness. (Large.) 

The teacher should try to create an interest in these 
by pointing them out and showing wherein their 
greatness lies. 

Mirthfulness. — Location. — This faculty is connect- 
ed with the brain that lies in front of Ideality, at the 
upper corner of the forehead. When developed it gives 
width in that region, as in Fig. 29. When undevel- 
oped the head is narrow at the upper corner of the 
forehead, as in Fig. 24. 



APPLIED TO TEACHING. 93 

Function. — The intellect discovers truth, congruity 
and propriety. It also takes cognizance of error, in- 
congruity and impropriety. Ideality gives the desire 
for the congruous, proper, harmonious. So beside the 
gratification resulting from knowledge, there is also a 
passion which adds intensity to the gratification of the 
Intellect in the perception of the perfect. Were it left 
to Intellect alone, many errors, incongruities and im- 
proprieties, would pass by unobserved, and bad rea- 
soning and endless error would result from a lack of 
watchfulness. 

Mirthfulness is the faculty that is gratified by the 
perception of incongruity. Reason endeavors to dis- 
cover congruity and true relations. Mirthfulness is a 
kind of jester of the mind, that seeks to discover incon- 
gruity and false relations. Wit and humor are both 
products of this faculty. All clear and accurate think- 
ers are great wits. They may not distinguish them- 
selves as such, yet their accurate reasonings and state- 
ments of truth, free from error, is the result of their 
keen perception of the absurd as well as of the true. 
Those thinkers who are destitute of wit fall into many 
absurd errors, not because they lack the power to com- 
pare and to draw conclusions correctly, but because 
they have no sense of the ludicrous to keep them al- 
ways on the alert for false relations. A man whose 
chief weapon is wit and ridicule is often said to be no 
reasoner, while the truth is he is the greatest reasoner. 
He is quickest in the detection of error. Things that 
we regard sacred, we shield most assiduously from the 
attacks of wit. While we examine all other things 
with a view to seeing the ludicrous side as well as the 
proper side, yet in sacred things we suppress the first 



94 THE SCIENCE OF THE MIND 

impulse to find the ridiculous. So in religious matters 
some of the brightest intellects harbor absurdities 
which in any other field of thought they would detect 
in a moment. How absurd are the tenets of heathen- 
dom, and yet how many intelligent and deep reasoning 
men are there in the heathen world who are willing to 
die in support of these absurdities ! 

In reasoning it is a powerful element in preventing 
the formation of erroneous opinion, but in the realm of 
conduct its power is felt even to a greater degree. 
Actions that are improper and out of place make us 
laugh. This is to some extent the case when these 
actions are accidental, but more so when they are per- 
formed with a purpose to do what is proper. It is said 
when the Emperor of Japan entertained Gen. Grant 
he wished to compliment him by saying that he had 
the appearance of a man who was born to command, 
but not being well versed in the English language said, 
"You appear like a man who was made to order." 
This blunder excites laughter. Wit and humor are 
blunders that are made purposely. Charles Lamb on 
his dying bed is said to have said to his physician, 
who was applying a mustard-plaster to his emaciated 
body, "Doctor, is not that a good deal of mustard 
for so little meat?" In both the cases mentioned, 
in a certain sense there is congruity. "To order" 
is to command, and the human body is "meat;" 
but the ideas conveyed by the words are not related 
to each other in usage as they are here related, and 
the impropriety is caught up by the sense of the 
incongruous, and the impulse to laugh is irresist- 
able. 

To make a statement seriously in which the ideas 



APPLIED TO TEACHING. 95 

are incongruous is to make a blunder. To make a 
statement purposely in which the ideas are incongruous, 
with the intention of amusing the hearer, is wit. 

Wit and humor are the playful action of the intel- 
lectual faculties, and every joke is an experiment, the 
maker of it wishes to produce a certain effect, but 
cannot tell whether it will succeed or not. 

It is the discovery of incongruity in the midst of 
congruity that excites the feeling of Mirthfulness. So 
a witticism is not witty to us when we know before- 
hand just what the person is going to say. The 
difference between wit and humor is, that Wit is 
sudden and intense as a flash ; Humor is mild and long 
continued. W T it is in a single word or sentence. 
Humor is a vein of the incongruous running through 
the entire discourse. 

It is proper that man should walk on his feet, but 
when one has on his best clothes and seems to be 
trying to navigate the street on his back it is im- 
proper and excites laughter. In church it is the 
proper thing to keep awake and listen, and when one 
sleeps he makes a blunder. He can sleep in a rail- 
road car and no one will laugh at him. The man who 
has the quickest perception and the keenest sense of 
the ludicrous is the first to notice whatever is out of 
place and so will avoid all such actions. Many times 
the desire to avoid being made an object of laughter 
and ridicule has a more powerful effect in keeping a 
man in the line of proper conduct than all other 
motives combined. 

People who are deficient in Mirthfulness see only the 
serious side of life. Those who have an abundance of 
it see principally the ludicrous side of it. ' ' Artemus 



96 THE SCIENCE OF THE MIND 

Ward " and " Mark Twain " seem to look upon life as 
a farce, and laugh from the cradle to the grave. Even 
when they describe the serious they do so by mixing in 
a great deal that is ludicrous by way of contrast. Yet 
we must not think that they have an incorrect idea of 
life ; for they must first have an ideal, a clear concep- 
tion of truth and of propriety in conduct or they could 
not have such a clear conception of the ludicrous. 

The teacher can make good use of this faculty in the 
government of his school. Nothing is dreaded more 
than to be made an object of ridicule. To convince a 
person that a certain course of conduct is ridiculous, is 
sufficient to make him avoid it. But wit is a two- 
edged sword, and unless skillfully handled will do 
more harm than good. To hold a pupil up to ridicule 
is a severe measure, and should not be employed un- 
less the teacher is sure that it is the right thing to do. 
But if the teacher can show that certain things are ri- 
diculous, without pointing out the guilty one, he can 
accomplish his object and do no harm. If the teacher 
can command wit and set the whole school to laughing 
at a bad practice, the perpetrator needs no other pun- 
ishment. 

Cultivation. — The faculty may be cultivated by 
reading humorous books, collecting humorous anec- 
dotes, and by being on the lookout for everything that 
is witt3 r , humorous or ludicrous. 



APPLIED TO TEACHING. 



CHAPTER VII. 

THE SOCIALS. — DOMESTIC AFFECTIONS. 

Amativeness. — Location. — The cerebellum is the 
seat of this passion. When the cerebellum is devel- 
oped, it gives prominence to the head just above the 
nap • of the neck. When deficient, the distance from 
the ears backward is small. Fig. 30 shows the organ 
well developed. Fig. 31 is that of a woman in whom 
the domestic affections are generally deficient. 

Function. — Amativeness is the sexual passion, and 
its function is to secure the perpetuation of the race. 
It is the impulse that brings together individuals of 
opposite sex. It is the prime element in love, but it 
alone does not constitute that sentiment. It only 
gives what is known as passion. Perfect love results 
from this passion and the desire for companionship, 
purified by Ideality ; and a complete satisfaction of the 
other faculties in the attributes of the person beloved. 

At the age of puberty this faculty becomes active. 
There is then a complete change in both body and 
mind. The womanly form and charms are developed. 
The boisterousness and awkwardness of girlhood are 
superseded by the grace, beauty, modesty of woman- 
hood. The eyes sparkle with animation, the voice 
becomes musical, the sensibilities are quickened ; and, 
if the health be good, joy and beauty so pervade 
everything that life is a delightful romance or a 



98 



THE SCIENCE OF THE MIND 



charming poem. But in case of ill-health., especially 
in diseases peculiar to women, there is a painful and 
unbalanced condition of the emotions, the blues and 
hysterics set in, and life is almost unbearable. 

In the boy the manly form is developed, the voice 
changes, the eagerly awaited mustaches beg-in to 
show signs of life, boyish sports and thoughts become 
tame; there seems to him to be an indescribable 
charm before unknown about the person of the 




Fig. 30. — Amativeness. 
(Large.) 




Fig. 31. — Amativeness. 
(Small.) 



opposite sex; the impulses that move men now take 
hold on him ; ambition, love of power and desire to 
achieve great things now become the ruling elements 
of his life. 

Cultivation. — It is not in the common school teach- 
er's province to secure to a great extent the guidance 
of this faculty. Yet his influence in the community 
being great he may be able to disseminate correct 
ideas on this all-iinporlant subject. This is the 



APPLIED TO TEACHING. 99 

faculty that is at the basis of domestic life and happi- 
ness, and domestic happiness is at the basis of all 
other happiness. The evils of which the impaired 
condition, or the perversion of this faculty are the 
cause, can be traced to three sources : disease of the 
reproductive system, erroneous teaching's as to the 
nature of love, and the abuse of this faculty. 

Ill-health of the kind just mentioned produces an 
abnormal activity and condition of all the emotions. 
Irritability of temper, peevishness, jealousy, dispon- 
dency, instabilit t y of purpose, are its direct results. 
Where these exist in either husband or wife domestic 
felicity is impossible. Among" the higher classes of 
American women not one in ten is to be found that is 
healthy in this respect. The unmistakable cause of 
this ill-health is their maimer of dress and living. 
The lady teacher should become a leader in dress and 
health reform. She cannot do a greater, nor better 
work, than to introduce into the families that have 
girls books that teach what they should know about 
their own person. 

When love exists as a passion it is the strongest 
feeling of our nature, and for the time being- it makes 
all other interests subordinate to itself. 

It warps the judgment and makes the person inca- 
pable of knowing the truth. In low fiction the idea is 
inculcated that this fever heat is to continue through 
life. All passions are short lived, so this one soon 
takes its proper place among the feelings of ordinary 
life. People have the idea that this passionate love is 
all that is necessary to make the marriage state all 
that romance pictures it. They think where there exists 
incompatibility of temper and taste, the difference in 



100 THE SCIENCE OF THE MIND 

intellectual culture, all are absorbed in love. Never 
was there a greater mistake. Love arising- from this 
passion may exist in its intensest form between two 
persons, who have no tastes, desires or attainments in 
common, except this passion; and while the passion 
lasts these differences are but slightty felt. But when 
it subsides each sees the other in his glaring- defects, 
after which a happy life is impossible. People must be 
taught that while marriages should never be contracted 
where there is no love, neither should it be where the 
one is not the other's complement in tastes, ambitions, 
morals, temper, and all other things that enter into 
ordinary life. 

It is undoubtedly true where love is once begun it 
should be continued, for having once been under the in- 
fluence of this great passion and been disappointed, it 
may never again exist in so normal a condition. So it 
is of the highest importance that parents should by 
proper guidance and instruction keep their children 
from forming attachments which will prove detri- 
mental. 

Teachers always have trouble when this faculty be- 
gins to exercise an influence in the children's minds. 
There will be a neglect of studies, to sit and gaze 
across the room at the charming creature ; the quar- 
rels among the girls about the boys ; the insuppressi- 
ble post-office, where they exchange notes. Parties are 
the rage. There is such a breaking up of former 
habits and modes of thought, such a complete breaking 
up of established conditions of the mental nature, that 
a change for better or worse must take place. Unless 
the right means are employed the most promising boy 
or girl may be turned into wrong courses, and their 



APPLIED TO TEACHING. 101 

lives be ruined. Happy is the boy or girl who has a 
kind mother that has the experience to lead him or her 
safely through this critical period. 

During this season a skillful teacher, who has the 
confidence of his students, can lay hold of the newly 
awakened ambition and lead them to higher planes of 
life. He can impress upon them the greatness and 
desirableness of becoming good men and women, 
worthy of esteem and love. Now is the best time to 




Fig. 32.— Parental Love. (Large.) 

establish in their lives the principles of purity and 
nobility that are necessary to a complete and happy 
life. 

Love for Children. — Location. — This faculty is con- 
nected with the brain which lies just above the occipi- 
tal process. When developed it gives length of the 
head backward from the ear, as in Fig. 32. It is defi- 
cient in Fig. 31. There is a larger development of the 
head in this region in females than in males, and it is 
well known that the love of young is stronger in the 
former than in the latter. 



102 THE SCIENCE OP THE MIND 

Function. — It is the function of this faculty to give 
an instinctive attachment of parents for their children, 
especially while they are young and helpless. The 
mother has no other reason to love her infant except 
that it is an infant, nor can she will not to love it ; for 
in all well regulated constitutions this is an uncontrol- 
lable instinct, placed there hy the Creator to compel 
the care of the young-. The impulse is strongest to- 
ward one's own children, but it reaches out toward all 
children and even pets. 

Little girls show it when they bestow their affections 
upon dolls or kittens. 

Cultivation. — No teacher, whether of small children 
or older ones, can ever make a real success of his work 
unless his heart be full of love for those in his charge. 
Children may be attracted by a beautiful face, but 
they are attracted far more by a warm heart. Chil- 
dren avoid those who have no love for them ; nor can 
they be deceived if you do not love them, they know 
it. They are irresistibly attracted to those who love 
them. The teacher has to work upon human souls 
that have a fixed constitution and cannot be fashioned 
into any form, as can wood or stone. If he would 
succeed in his work he must have a life-giving force 
within his own heart that will act as sunshine upon a 
plant, awakening its powers, and causing it to expand 
into a perfect life. The sunshine of the soul is Love. 
When love shines upon the soul of another, new life is 
awakened. A teacher without love in his heart, as 
compared with one whose heart is aglow, has about 
the relative strength of the moon as compared with 
the sun. His faint light has little power to awaken 
life in the growing heart of the child. 



APPLIED TO TEACHING. 103 

If you cannot love your pupils, you would better 
quit your work. Men and women may make such 
progress under the instruction of one whom they 
dislike personally, hut children cannot. They must 
love their teacher, and this is only possible when he 
loves them. For children, an inferior instructor 
whom they love, is better than a superior one whom 
they dislike. 

If you would cultivate the faculty in yourself, seek 
to find all that is admirable and lovable in children. 
Put yourself in sympathy with them by recalling- how 
you felt and thought when you were a child ; by 
studying- their desires and ambitions ; by making 
yourself one of them, encouraging them in what is 
innocent and interesting to them. Treat them kindly, 
respectfully and tenderly. Above all do them kind- 
nesses from motives of sympathy. If we do any one a 
wrong we hate him worse than if he had done us a 
wrong. So if we do good to another we will love him 
better than if we had received it from him. 

Friendship. — Location. — The part of the brain with 
which this faculty is connected, is located on the back 
part of, and on the side of the head, half way from the 
base of the cranium upward. When developed it gives 
width and length to that part, as in Fig. 33. 

Function. — " This is the gregarious instinct, and the 
tendency to attachment which is expressed by the 
term. It aids in the formation of society, and is the 
source whence arises the particular friendships found 
there. When well-developed it constitutes what is 
called 'an affectionate disposition,' and causes children 
to nestle in their mother's lap, or sit down and lay 
their heads toe-ether. 



104 



THE SCIENCE OF THE MIND 



" It is a mental attraction of cohesion, which causes 
human beings to cling together and form themselves 
into compact bodies, acting- only upon such individuals 
as are brought into sufficiently close contact by simi- 
larity of constitution, and circumstances as to fall 
within its sphere. Its first and closest bond is the 
family union, the love of brothers and sisters and all 
who are in close household companionship, gradually 
extending to school-fellows, neighbors and more distant 





Fig. 33.— Friendship. (Large.) Fig. 34.— Friendship. (Small.) 

acquaintances. It is a disposition to be near its ob- 
ject, mentally as well as corporeally, making the infant 
restless when removed from its nurse, and the school 
girl hurt if her daily correspondent does not tell her 
every thought and purpose. The habits of the mind 
are infectious as those of the body, and the choice of 
our associates becomes highly influential upon our own 
dispositions. 'Tell me a man's companions, and I will 
tell you what he is.' " (Bray.) 



APPLIED TO TEACHING. 105 

Friendship differs from Parental Love in this, that 
it seeks for companionship and not for a helpless 
creature that requires care. It is the tie which unites 
persons of compatible natures without regard to sex. 
The mother's love for her child is from Parental Love, 
that of the child for its mother is from Friendship, but 
it is the maternal instinct which causes the child to 
cling- to its pets. 

Friendship gives a warm-hearted, companionable 
nature. It is beautifully manifested by the dog that 
loves his master so tenderly and faithfully, and seeks 
always to be with him to receive his kind words and 
caresses. When deficient it gives a cold and unsocia- 
ble disposition. The person likes to live alone and 
nothing is more irksome to him than society. He 
attaches himself to no companions, and though he 
may be kind-hearted, just and generous to the needy, 
the less he can have of people's societ}^ the better he is 
suited. 

It is one of the strongest civilizing forces, as it 
causes individuals to share their interests with others, 
and this contact awakens many thoughts and feelings 
which lead them to a better mode of life. The union 
which is the result of this impulse combines the 
strength of all, and by this combined strength 
mankind can accomplish all that is desirable. 

Cultivation. — Secretiveness is the faculty which 
enables us to hide from view our thoughts and feel- 
ings. By it we can shut out from the secret chambers 
of our hearts, those whom we do not love. Friend- 
ship clings to companions and we say we love them. 
When we love them, we open to them our inmost feel- 
ings. 



106 THE SCIENCE OF THE MIND 

If the teacher would be in the highest degree 
successful he must be able to get into the pupils' 
hearts, the source of life and conduct. And this can 
be accomplished only by Friendship. If the teacher is 
himself secretive, he may feel much affection for his 
pupils, but will not show it, and so he fails to awaken 
in them the feeling" which is necessary to his highest 
success. He should not be afraid to show his own 
regard for them. Of course he is not to carry his 
heart in his hand among strangers. But when he 
becomes acquainted with his school, it becomes his 
family, where he ought to express in deeds, at least, 
all the love which he feels. If the teacher be of a 
pure, upright disposition, and loves truth, sincerity, 
honor, the beautiful and the good, his example and 
friendship will do more toward making good citizens 
of his pupils, than will all the dogmas that he could 
teach in a lifetime. Love for the right and the pure, 
in the lives of those who teach, and not doctrine, is the 
greatest source of righteousness. 

Iuliabitiveness. — Location. — The location of this 
sentiment is in the brain which lies between Parental 
Love and Self-esteem. It is large in Fig. 35 and small 
in Fig. 34. 

Function. — An analysis of the domestic nature 
shows that there is an impulse to bring together the 
sexes, and thus secure the continuance of the species 
from one generation to another. There is next the im- 
pulse to provide for the welfare of the young in their 
helpless condition. The rearing and the education of 
the young can be best secured by living at some per- 
manent place. We find in many animals, and in man, 
this instinct to live in one place, where all the interests 



APPLIED TO TEACHING. 



107 

This impulse 



of the individual can be concentrated 
is called Inhabitiveness. • 

A permanent dwelling-place serves man's highest in- 
terests. Here he can surround himself with all things 
that are necessary to his physical being and comfort. 
Here he can rear his family, and enjoy their love and 
presence ; gather his wealth, educate himself and his 




Fig. 35. — Inhabitiveness. (Large.) 

children, enjoy all the pleasures of domestic and social 
and industrial life. We find in every well-organized 
mind this love of home. 

Its function is not to love those things which are in 
the home, nor to love the home because of the interests 
concentrated there. It is an instinctive inclination to 
live in one place. A person with the faculty weak 
may love home because of the pleasures which are cen- 



108 THE SCIENCE OF THE MIND 

tered there, but he will be equally happy at any other 
place, if the same sources of pleasure are removed to 
it. The man with large Inhabitiveness would rather 
live in the place of his bringing 1 - up, with only the neces- 
saries of life, than live at another where he might have 
all the luxuries. 

It is always strong in those people who live in 
mountainous countries, where removal from place to 
place is difficult. It is weak in the American character, 
because from the beginning our people have been mi- 
gratory, and because the facilities for travel are so 
great. There are comparatively few homes in America. 
A large majority of people live in other people's houses, 
and nearly every one is willing to sell his house if he 
can do a more prosperous business elsewhere. 

One of the incidental functions of this faculty is to 
concentrate the actions of other faculties, or rather 
continue their action at the work upon which they are 
engaged. Persons with this faculty strong are dis- 
posed to dwell upon one subject, and to keep at one 
kind of work ; they possess more continuity of action 
and are indisposed to change from one thing to 
another. Those in whom it is deficient are prone to 
change ; they follow one kind of work but a short 
time and can do a dozen things equally well. 

Cultivation. — In school children should have a desk 
of their own, and should be induced to take an interest 
in keeping it in order. In the house they should have 
their own rooms, which they should keep in order and 
make just as attractive as possible. 

Remarks on the Affections. — Love is the basis of 
all goodness and virtue. Without it man is not hu- 
man and he becomes the enemy of his kind. Without 



APPLIED TO TEACHING. 109 

it there is no happiness, words are without meaning 
and deeds without kindness; friendship is hypocricy 
and kindness is selfishness. 

When a child shows affection it is an indication that 
there dwell the seeds of a true manhood or woman- 
hood. The infallible way of starting- a child on the 
road of its own happiness and well-being is to feed its 
affectional nature with that which is true, pure and 
good. Satisfy its heart with what is worthy and the 
source of its conduct will be kept pure. When a child 
exercises its affections for pets, the care and kindness 
which it exercises toward them will enlarge its capa- 
city to do good to others. Often we see children 
growing up and their affections receive no food. The 
father is absorbed in business, he exercises no love 
toward his children, and they grow up to fear rather 
than to love him. The mother has her cares and 
missionary societies to look after. The brothers and 
sisters exercise only their selfish natures toward each 
other. So they arrive at the age of puberty and 
their hearts are anchored to nothing. At this time 
certain passions become active and all the affections 
are intensified. They are in a very whirlpool of 
passions and are swept on in the irresistible current. 
Their hearts were never anchored to father and 
mother, sister and brother, and in this time of 
awakening there is nothing to hold them to a virtuous 
course. They rush headlong into the gratification of 
their restless, craving, maddening desires. The girl 
may elope with the coachman and the boys run wild in 
debauchery and vice. Then people wonder why chil- 
dren of so good a family should go to the bad ! 

On the other hand children who are reared in the 



110 THE SCIENCE OF THE MIND 

atmosphere of affection, loved by father and mother, 
sister and brother; taught to exercise care, affection 
and kindness toward all those whom they love ; 
receive the food to sustain their affectional natures. 
They attain a pure, healthy growth, and their young- 
lives are spent in the sunshine of love and the joy of 
hope. 

When the time of awakening- comes they are so se- 
curely anchored to the hearts of the dear ones at home, 
that no unworthy object can engage their affections 
and tear them away from their happy loves at home. 
Such girls will love only those who have the noble 
qualities of their own fathers and brothers. Such boys 
will have such exalted ideas of womanhood from hav- 
ing had the love of a real mother and worthy sisters, 
that they will not be lightly influenced to do that which 
will give them grief. 

Not only should the affections of children be en- 
gaged to the members of the family, but their love of 
home should be strengthened. This can be done by 
making that the most pleasant place for them. Let 
them feel that at home they are as free as when they 
are away. What children seek away from home is 
freedom. Give them this at home, and they will not 
go away from it. Children should be kept cheerful 
and happy. No angry passions or depressing feelings 
should be allowed to remain long in their minds, for 
these distort their normal development. Let them be 
engaged in mental and physical pursuits which will 
keep them cheerful and happy, and their tempers and 
dispositions will become sweet. 

By developing their affections they learn to love the 
right and the good. Parents or teachers whose minds 



APPLIED TO TEACHING. Ill 

are in a normal condition, that is those whose feelings 
are properly regulated, need never to exercise harsh- 
ness to control children. It is only those who are 
themselves defective in their better nature that need to 
resort to fear. To rule by love is the only right way. 
By that is meant, that the one who rules should he 
moved by love, and should awaken love in him who is 
ruled, and thus lead him to right ways and not force 
him with the iron hand of authority. 



112 THE SCIENCE OF THE MIND 



CHAPTER VIII. 

THE GOVERNING GROUP. 

Self-Esteem. — Location. — This faculty is connected 
with the brain which lies in the middle line of the 
crown of the head, beginning- where the head begins to 
round off from the top, and extending- downward about 
one inch. When large it gives distance from the ear 
in that direction, and causes the head to have an up- 
ward and backward inclination, as shown in Fig. 36 by 
the dotted line. 

Function. — It is in the function of this faculty to 
give a feeling of one's own importance and power. It 
gives self-reliance and a disposition to act indepen- 
dently of others. It is the prime element in leadership, 
and seeks positions of power and command. It im- 
parts dignity, self-respect — that degree of self-confi- 
dence and self-satisfaction that enables the other facul- 
ties to act to the best advantage, and is free from the 
restraints imposed by fears of incompetency. 

It is the main element in pride, and when excessive 
it leads to a too high estimate of one's own capabili- 
ties and worth, making him conceited, haughty and 
imperious ; but when combined with a good degree of 
the Conforming faculties it gives a disposition to live 
above the mean and ignoble, and seeks to attain the 
worthy and exalted. 



APPLIED TO TEACHING. 113 

" We often see individuals manifesting- this propen- 
sity in a most ridiculous manner ; putting themselves 
forward, confidently assuming superiority, and get- 
ting themselves into conspicuous situations, while it is 
obvious to all but themselves that they are miserably 
deficient in the Dualities necessary to fill an important 
station. It is astonishing to see the success which 
sometimes attends the ambitious efforts of men of 
inferior talents, when acting under the influence of 




Fig. 36.— Self-esteem. (Large, " dotted line.") 

Imperiousness (Self-esteem). Others, with gigantic 
intellects, give way before them, astonished at their 
impudent pretensions and disgusted with their ego- 
tism and ignorance. If their favorite hobby is one 
which is complicated and difficult to be understood, 
such as theology, medicine or politics, they generally 
gain the ignorant over to their opinions by the loud, 
confident and imperious manner in which they assert 
them, arid the supercilious haughtiness with which 
they bear themselves toward others." (Grimes.) 



114 THE SCIENCE OF THE MIND 

Deficiency in this faculty causes diffidence, bashful- 
ness, inefficiency ; because a lack of faith in the power 
of self, irresolution, indecision, over-submissiveness 
and dependence upon others. The faculty is usually a 
leading one in the male character, and it is this more 
than any thing 1 else that gives the manly spirit. In 
woman though not deficient, it exerts a minor influ- 
ence in the mind. For this reason they shrink from 
responsibility and few of them will take positions in 
which the load rests upon them entirely, and will take 
them only when they are forced upon them. 

Cultivation. — This feeling if properly directed is 
one of the highest attributes of man, and its deficiency 
one of his greatest defects. When it is strong it 
should be properly directed and when weak should by 
all means be strengthened as much as possible. If a 
child is wanting in self-confidence you should avoid 
discouraging him in any w T ay. Give him little tasks 
at first which you know he can accomplish. And the 
best encouragement which you can give him is to 
impress him with the idea that you fully believe that 
he can do what is required of him. When the pupil 
deficient in the faculty it is very strongly impressed 
is upon those who see him that he is incapable, and 
it is difficult for the teacher to make himself believe 
in the pupil. Yet the teacher must not show his 
feeling, but must by word, manner and deed show 
faith. 

When you call on such a pupil to recite, do it with 
a downward inflection, as much as to say, "There is 
no doubt that jou will get it just right." Even if it 
be a failure show no disappointment, and on the next 
day call on him for something which you know he can 



APPLIED TO TEACHING. 115 

give ; and if it be a success, show perfect satisfaction 
in your manner, or say as much in words. By all 
means do not indicate by your manner that 3-ou think, 
" Oh, it's you ! I expect nothing- from you, but it is 
my duty to call on t you." 

The important thing to do to these diffident pupils 
is to establish self-confidence. All other things are 
subordinate to this. Though you store such a head 
full of knowledge, it is utterly useless ; for it will not do 
him nor any one else any good. But let a modest boy 
arouse his lag'ging- self-esteem to action, and his mod- 
esty will afterward be a strong point in his favor. 
Children deficient in Self-esteem believe with indiffer- 
ence that they cannot do what others can ; and the 
greatest good that can be done to such, is to establish 
self-confidence in them. When they get started they 
work with greater zeal, being urged on by this newly 
awakened hope, that is exhibited in such bold relief on 
the background of their former despair. 

Restraint. — When you find a pupil who is swelled 
up with ideas of his own importance you will be tempt- 
ed to humiliate him, to bring him down from the lofty 
position in which his conceit has placed him. But 
this is a wrong' course, except in extreme cases. Pride 
when humbled by pride becomes a smouldering fire, 
which will do harm. Pride can be best counteracted 
by reason and respectfulness. If you tell a boy that 
he is conceited and proceed to put him down by au- 
thority, he may submit ; but he will hate you, and do 
just the opposite from what you want him to do, even 
if it is against his own welfare. You manifest only a 
quiet dignity, and in the most respectful manner bring 
evidence to his mind that he over-estimates himself ; 



116 THE SCIENCE OF THE MIND 

he will consider the matter, will see his own folly, and 
will regard you as his friend. 

If a pupil shows signs of contempt for you and what 
you require of him, very quietly and without any show 
of authority put him to the test. You can do this in 
any of his studies. Should he not solve all the prob- 
lems in the lesson, and give as his excuse that they 
are such simple things he needs not to solve them, 
you can send him to the board, not showing' that you 
think he can not solve them. By thus putting him to 
the test, you can demonstrate to him most effectively 
that he lacks something. 

Few things are so destructive of a teacher's success 
as the weakness which results from too much or 
uncontrolled Self-esteem. So few can receive a little 
authority without showing- to others how it swells 
their pride. They exhibit it by manner, word and 
deed. By their exhibition of authority on occasions 
when it is unnecessary they arouse opposition and 
revolt. The teacher should always do what he does 
from motives of justice, kindness and propriety, 
and use his authority only as an assistant of these 
motives. Self-esteem thus tempered by justice, kind- 
ness, truth and humility, will give a quiet dignity that 
wins willing respect and glad obedience. Keep self 
under and let the love of truth and the love of the 
pupil's welfare be uppermost in all your acts. 

Self-esteem acts in conjunction with the other 
faculties, and the teacher should seek to get it to act 
with the better motives. 

Self-esteem with the animal propensities will cause 
the person to pride himself upon the powers that they 
give. Combined with the higher faculties it will 



APPLIED TO TEACHING. 117 

cause him to pride himself upon his power to do the 
noble and good. If a pupil shows this faculty in a 
high degree, show him that true honor and dignity 
must be based upon right and noble deeds ; that all 
others are unworthy. Thus make his pride a fasten- 
ing point for right and honorable conduct. If it is 
necessary to reprove him for an unworthy act say to 
him, " You are an intelligent and promising boy, you 
have the ability to do much good and to make your- 
self a useful and respectable man, or you can throw 
yourself away in an unworthy and degraded life." 
His Self-esteem will say yes to everything of that 
kind. Then bring up the conduct in question, and 
appeal to him whether or not it be worthy of him, or 
whether it is not a thing to regret. In this way you 
turn pride from a bad to a good course. You will 
make him your friend and he will put himself under 
your guidance. 

The Love of Approbation. — Location. — This pro- 
pensity is connected with the brain on each side of 
Self-esteem. When developed it gives width and ele- 
vation to the upper back head, as in Fig. 37. 

Function. — This propensity seeks to gain approval, 
admiration and reputation. It is one of the chief 
forces to adapt the individual to society. Self-esteem 
is necessary to give confidence in self, to give a desire 
for authority. Approbativeness is necessary to com- 
pel self to seek the approval and good will of those 
who can confer this power and authority. It causes 
men to seek fame and glory. If Self-esteem be large, 
it will seek it in positions of influence. With the high- 
er sentiments it seeks renown through philanthropy. 
With the animal propensities and physical strength, it 



118 



THE SCIENCE OF THE MIND 



seeks reputation through feats of strength and superi- 
ority in physical courage and moral depravity. With 
strong intellect, it seeks renown through scholarship 
and wisdom. With Acquisitiveness, it regards riches 
as being the greatest cause of glory. Whether the 
ambition to be known of men be for good or bad con- 
duct, depends upon the strength and education of the 
other faculties. Like Self-esteem, it is one of the 




Fig. 37. — Approbation. (Large.) 

leaders of the other faculties, that is, it is one of the 
leading motives in conduct. When excessive and not 
controlled by sound judgment, it gives rise to vanity. 
Vanity is the inordinate desire for attention. When 
this faculty is large and Self-esteem small, vanity 
lacks dignity, and its possessor will stoop to unwor- 
thy acts in order to attract attention. If he tries to be 
witty, he makes himself the object of laughter instead 



APPLIED TO TEACHING. 119 

of what he says. These clownish acts are the more 
despicable because the fact that they proceed from 
vanity is very apparent. The tone and manner ex- 
press clearly that the desire for applause is the mo- 
tive. 

Cultivation. — If one wishes to control others, this 
is one of the motives to which to appeal ; for most men 
care more for what people say of them than they do 
for whether they are in the right or in the wrong. 
Say to many a reckless young- man, "It is wrong," 
and he will laugh at you. Say to him, " It is green," 
he will consider it seriously. 

To win the pupil's confidence and esteem is of the 
first importance to the teacher. When he has these, 
by means of approval and disapprobation, he can 
guide the pupil into whatever course he wishes. A 
good deed deserves recognition and approval as much 
as a man deserves his pay when his day's work is done. 
When the child makes an effort to do right the teacher 
must not neglect to recognize it. He need not do so in 
words of praise, for this begets vanity, but he can do 
so by a look, a smile, or best of all, by some expression 
of confidence. You must avoid giving praise as pay 
for a good deed, rather give your sympathy. Show 
that you are made happy. Say to the child, " You 
have been a good child, you have had your lesson and 
now you are happy. Are you not ? Yes, and I am 
happy with you. It makes us all happy when every 
one does right." The child will get to doing right be- 
cause it pleases you, and not because it wins praise. 
To do good to make others happy is a right motive, 
but recognition is necessary to encourage this motive. 
But to do good to be praised for it is an inferior mo- 



120 THE SCIENCE OF THE MIND 

tive and should not be made a leading- one in conduct. 
If the child loves you (it is your own fault if it does 
not), what a power you have over it ! Every time you 
use your power to the child's good you make it happy 
and increase its love for you. 

It requires tact to rightly administer approval. It 
requires still more to apply reproof. If you administer 
it as reproof you make the child angry and thus de- 
stroy the possibility of improvement. If you disgrace 
the child publicly you destroy its self-respect and am- 
bition and undermine the foundation of character. To 
make an example of a pupil for the purpose of de- 
terring- others is heathenish and is only necessary 
where people are in that state. It is enough for chil- 
dren to know that every wrong is recognized and 
dealt with. Let reproof and punishment be in private. 
When you reprove in private you should be free 
from anger, should be actuated by a feeling of good- 
will toward the culprit. In tones of kindness and 
sympathy get him to acknowledge that he has done 
wrong. From the very nature of the mind in a normal 
condition the knowledge of wrong will cause sorrow. 
When you see that the child repents, show him that 
you sympathize with him. That you too are sorry. 
By all means avoid showing that you hate the child for 
wrong-doing and are punishing it to satisfy your own 
feeling of revenge. If you have brought about repent- 
ance that is enough. When the child feels that it de- 
serves punishment and expects to get it, you can say 
that is all you want. If it is sorry you know it will 
not do wrong again. By kind words you can convince 
it that you freely forgive. 

The sorrows of the child will be turned to joy and 



APPLIED TO TEACHING. 121 

its heart will go out to you, its best friend. So if you 
manage it properly, you can make occasions of 
reproof opportunities for increasing- the child's love 
for you, and of making it more steadfast in the right. 
If kind measures fail to bring repentance, you must 
punish. But the object of that punishment must be 
to bring repentance. Otherwise it will prove a failure. 

One of the worst cases in every school is the pupil 
who is over-anxious to make a display, to show off at 
every occasion, where every look and movement seem 
to say : " Look at me. See what I do. Now, is not 
that about the thing." He is ever saying or doing 
something to attract attention. He is usually nick- 
named " Smarty. " 

The weapon to use against him is public sentiment. 
That is the most painful to him. You show that such 
conduct is despicable in the eyes of the school, and 
when he sees that his deeds are condemned by the 
school, he will soon cease to practice them. If there 
is a sentiment against the teacher among a large 
number in the school, he becomes the teacher's great- 
est annoyance. He will go just as far as he can, even 
if he is punished for it ; he receives the greater ap- 
plause from them, and this causes him to bear the 
punishment gladly. 

The teacher should keep the great majority with 
him always. If he loses their support his power is 
gone. Public sentiment in school as everywhere else 
is a great force. 

Let a teacher punish the worst boy in school, every 
one will say he richly deserves it. But if the teacher 
in his passion punishes too severely, the sentiment of 
the school will go against the teacher. Their sympa- 



122 THE SCIENCE OF THE MIND 

thies are extended to the culprit, whom before they all 
disliked. He is made a hero, and glories in his vic- 
tory. The teacher's influence is gone and it is doubt- 
ful if it can ever be regained. Always do the right 
and keep the public sentiment of the school with you. 

If you have pupils who are vain, show them that 
true worth and the right are the only reputable things ; 
that fine clothes or rich friends are no marks of su- 
periority ; that honest}', kindness, good sense and real 
work, deserve praise. 

Especially should the teacher avoid showing vanity. 
Never do any thing for the sake of showing what you 
can do. Never display your learning for the sake of 
having it seen. Go about your work modestly. Noth- 
ing will so soon bring the contempt of the school upon 
you as cringing and begging for notice and compli- 
ments. 

Firmness. — Location. — The brain with which this 
faculty is connected, lies in front of Self-esteem. It is a 
little back of a line perpendicular to the ear. It is well- 
developed in Fig. 38, and is deficient in Fig. 15. 

Function. — The Governing faculties are a division 
or class of the Socials. Their function is to give man 
the power, and to adapt him to control his fellows. 
Self-esteem seeks to establish control or government, 
Approbativeness to make it popular, Conscientious- 
ness to make it just and equitable, and Firmness to 
make it permanent. Firmness is averse to change of 
purpose, and resists all influences to change a purpose 
which has been formed. The Will is the decision of 
the mind as to a dispute among- the faculties. All per- 
sons have the power to arrive at such a decision, that 
is, all have the power to will, but all do not have the 



APPLIED TO TEACHING. 



123 



same degree of steadfastness of will. Firmness is the 
faculty which gives strength and fixedness to the will. 
When it is weak, the person will change his purpose 
whenever any thing more desirable presents itself to 
the mind. When it is strong, the person will rather 
make a great sacrifice than change his purpose ; 
would rather spend a thousand dollars in lawsuits 
than pay one dollar that he made up his mind not 




Fig. 38. — Firmness. (Large.) 



to pay. It gives stability, fixedness, perseverance, de- 
termination, to character. When deficient the chara- 
ter is noted for instability, fickleness, weakness, imbe- 
cility. He may be a person of good intentions, but is 
not reliable, is too easily tempted and led astray. 
There is a reliability about one with Firmness that is 
admirable, even in a bad cause. He may be vicious 
and hard to change, but he is worth saving : for when 
he is once saved he is a definite quantity. A weak- 



124 THE SCIENCE OF THE MIND 

ling- is easily changed to good courses, but he as easi- 
ly relapses into the bad. 

When this faculty has a leading influence in the 
mind and is not restrained by reason and the Conform- 
ing faculties, it degenerates into stubbornness or 
foolhardy firmness. It then causes the person to 
delight in opposing every thing which any one favors. 
You say to him, "It is a fine day," and he will say, 
" Who said it was not ?" If you say that schools are 
a great benefit to the country, he may agree that in 
the abstract they are, but he will try to show that the 
schools that now exist are not. Sometimes little 
children are so actuated by this spirit of opposition, 
that about the only way to manage them is to require 
them to do the opposite from what you really want. 

Cultivation. — When deficient this is the most diffi- 
cult faculty to strengthen ; for it requires steadfast- 
ness to cultivate any faculty which is deficient. In 
pupils who are lacking in this quality we must appeal 
to all the other motives and cause them to arouse 
lagging' firmness. 

If you have a pupil who is stubborn, do not seek to 
break his will, but rather seek to show him that you 
do not care to exercise authority. 

Oppose him as little as possible and exercise toward 
him a kind and conciliatory spirit. When he is 
disposed to be contrary, be perfectly calm and if possi- 
ble show him that you desire his good and not your 
own pleasure. The point which the teacher should 
seek to gain is to get his pupils to will the right thing. 
That being accomplished the more stubbornness they 
have the better it is for all. The teacher must have 
that decree of Firmness which will make him si cud- 



APPLIED TO TEACHING. 125 

fast. There must be a quiet air of firmness about him 
that inspires confidence. There must be nothing- to 
show that he is vacillating-. And yet there must not 
be a display of firmness that will arouse opposition. 
The teacher who would control easily must impress 
his pupils that he has a vast amount of reserve force. 
That he has an abundance of fire and will behind what 
he says and does. To make a display of his authority, 
force and will-power, leaves the impression that they 
are all spent. But to go about his work calmly, 
quietly, saying no more than the occasion demands 
and increasing his forcible qualities as there is need 
for them, leaves the impression that the teacher is 
prepared and able for any emergency and this 
inspires respect and obedience. 

What shall be done when the demand of the teacher 
meets with a flat refusal ? The teacher should never 
give a pupil the opportunity to give a flat refusal. He 
should so make his requests that the pupils cannot re- 
fuse. But when it does occur of course the teacher 
must conquer or lose his authority. And he should 
conquer with just as little friction as possible. He 
should indicate that it is the easiest thing in the world 
to carry his point. 

Conscientiousness. — Location. — This faculty is lo- 
cated on each side of Firmness and when the brain 
is well-developed it gives elevation to the sides of 
the upper back head, as in Fig. 39. When small 
and Firmness well-developed, the head slopes rapidly 
downward. 

Function — In order that man may be fitted for his 
sphere of action it is necessary that he have in his men- 
tal constitution an impulse which will make it advan- 



!•><; 



THE SCIENCE OF THE MIND 



tageous to his peace of mind to do the right. Were 
he intended for a solitary life it were only necessary for 
him to follow his selfish impulses. These would secure 
that which is necessary to his well-being and happiness, 
and would constitute his standard of right. But all 
men being social beings, makes it necessary for each to 
so regulate his conduct that the acts are such as are 
fitting to secure the well-being and happiness of self and 
others to whom he is related. Simply a knowledge of 




Fig. 39. — Conscientiousness. (Large.) 



what is right is not enough to cause the right to be 
done. There must be an impulse which compels man 
to do the right in preference to the wrong. One may 
know that in Italy are the best facilities for studying 
art, but this knowledge does not impel men to go there. 
It is the almost irresistible impulse or desire in the 
mind of the art student, acting in conjunction with this 
knowledge, that causes him to go to that country. In- 
tellect which secures to man a knowledge of things as 
they are, that gathers the truth about all tilings and 



APPLIED TO TEACHING. 127 

their relation to one another, makes man able to know 
what is fitting 1 or right. Conscientiousness is the im- 
pulse which is gratified by doing the right. In the 
unperverted state of the mind, doing wrong gives great 
pain and doing right gives great pleasure. 

"It is the office of this feeling to permit and 
sanction the action of each of the other faculties so 
far as is consistent with justice, and with the rights of 
others. It is the source of the moral sense, or the 
sense of duty; its workings are conspicuous in 
straightforward uprightness of conduct, the nice sense 
of justice, the love of the truth, delicacy of manners 
and sentiment, and that general sincerity and open- 
ness of character, which produces the conviction that 
its possessor is an honest man." (Bray.) 

Men who have strong and well-trained intellects 
and deficient Conscientiousness have an accurate 
knowledge of the right and wrong, hut are indifferent 
as to which they do. Such an one seems to have been 
Lord Bacon, said to be the father of modern science 
and an excellent moral philosopher, who neverthe- 
less was unfaithful to his friends and disgraced the 
high position which he held by accepting bribes. 
When he was detected he seems to have experienced 
no remorse of conscience, but excused himself by 
saying that he was morally purer than his predeces- 
sors in office. The pain which followed his acts seem 
to have arisen from Approbativeness. He was sorry 
that he was detected and that he lost his reputation. 

Others there are who, with a good degree of con- 
scientiousness originally, by wrong'-doing have weak- 
ened its influence until it was no longer felt. When, 
however, it was again awakened by a great wrong 



128 THE SCIENCE OF THE MIND 

they suffer the most terrible remorse. Such was 
Richard III. 

" My conscience hath a thousand several tongues, 
And every tongue brings in a several tale, 
And every tale condemns me for a villain. 
Perjury, perjury in the high'st degree, 
Murder, stern murder in the direst degree, 
All several sins, aU used in each degree 
Throng to the bar, crying all, Guilty ! Guilty ! " 

There are others who are of a tender conscience, yet 
through ignorance of the right commit many sins. 

If this view of conscience be correct, it is apparent 
how essential it is to have a correct knowledge of 
ourselves and our relation to others ; that we may 
know what to do in order to injure no one, but to do 
the best for others and for ourselves. Since to do the 
right ministers to the happiness of all concerned, how 
important it is to keep Conscientiousness ever active 
and influential in our lives, that we may be strongly 
drawn to do the right. 

Cultivation. — Right conduct is the great end to 
be sought in the life of the individual or in the state. 
It is the source of well-being and happiness. Wrong 
conduct is the great evil, the destroyer of life and 
happiness. 

Conscientiousness and intelligence are the sources of 
right conduct, so that the culture of this faculty 
should be the aim of those who would advance the 
happiness of mankind . 

Conscientiousness is very sensitive in children. 
They experience greater pain from wrong-doing in 
little things than do grown persons in greater ones. 
So the greatest care should be exercised to keep it 



APPLIED TO TEACHING. 129 

always active, that this voice within may always 
approve the right and condemn the wrong-. 

The teacher must avoid appealing- to conscience for 
every trifling- matter. Some parents and teachers 
bewilder the conscience of their children by calling so 
mairy things wrong which the children have done that 
they become indifferent. Usually the wrong which 
children commit are of so little consequence that an 
appeal to conscience is unnecessary. When the child 
does wrong, knowing it to be wrong, it should not be 
passed by without notice. For this too will deaden 
conscience. 

Never tell the child of a fault without at the same 
time telling it how it may be made right — how the 
wrong may be redressed. The correction of a fault is 
always accompanied by chagrin and shame, and if a 
way be suggested by which the injury which has been 
done may be repaired, these unhappy feelings are 
banished and the child is made stronger in character, 
for having clone the wrong and having redressed it. 
A child should be made to see that it has done wrong, 
and the punishment which is inflicted should be cor- 
rective, that is, it should as far as possible make good 
the injury which has been done. Punishment which 
has not this tendency does not reach the conscience ; it 
•only excites fear and has the tendency to make the 
child a hypocrite, but not to make him more conscien- 
tious. 

" But here we must observe that nothing tends so 
completely, utterly, to destroy the moral sense as un- 
due severity ; let the pain of having done wrong be felt 
as sufficient punishment, if no other were to follow. 
For children of more advanced ages all outward pun- 



L30 THE SCIENCE OF THE MIND 

ishment may be positively injurious. When the power 
of conscience is strong, the feelings deep and the dispo- 
sition retiring, often the less notice taken of a fault the 
better. In such a child the sense of demerit will be 
stronger and repentance more sincere, if he is treated 
with the same kindness and confidence as before, than 
if the fault be dragged into public view and himself is 
treated as a criminal ; for, in that case, the wound given 
to the feelings may be too deep, and good resolves may 
be turned into a contrary direction." (Bray.) 

The teacher should keep high ideals of true nobility 
before his pupils. He should call their attention to 
books which describe characters which were actuated 
by high motives. Children must learn to love the 
good that is in men, and the way to teach them is to 
bring virtue before them and show them her beauty 
and loveliness. Yet a teacher by continual harping on 
this subject, and by making a great ado about little 
things, may make the mistake of being squeamish. A 
little harmless sport on Sunday may appear to him a 
greater sin than dishonesty. He is alwa3 T s propping 
up virtue as if it were not able to stand alone. The 
more vigorous boys will begin to look upon righteous- 
ness as weakness. The ruggedness of sin is preferable ; 
for to them it is more respectable than the senseless 
whims of many good people. The sickly sentiment- 
ality of well-meaning people has driven many a vigor- 
ous life into evil ways. Because a boy does some little 
questionable things, which, however, are of little con- 
sequence for evil or for good, should not make us for- 
get his sterling qualities. Let us make the good that 
is in him the object of our care, strengthening and in- 
creasing that, rather than spending all our time in 



APPLIED TO TEACHING. 131 

trying to uproot the evil. When he grows older and 
these higher principles attain a vigorous growth he 
will leave off his little sins. 

The best way for a teacher to inspire his students to 
a righteous life is by himself being an example of a 
straightforward, high-minded and truly honest man 
or woman. A teacher of loose morals, of a deceiving 
disposition, one who is actuated by low motives, will do 
more harm than he can do good. Although his pro- 
fessions may be good and his outward conduct come 
up to the average standard of morals, yet his real 
character will lower the character of his pupils. He 
will contaminate the purity of their minds and lower 
the moral tone of the whole school. His bad charac- 
ter though apparently concealed is a silent influence 
that undermines the foundation of virtue. 

A teacher who is transparently honest, who loves 
the truth more than any thing else, who hates a lie 
above all things, who despises every mean motive, 
who esteems honor, heroism, goodness and all that is 
pure and true and noble, will infuse into his whole 
school his own high ideal of right living. The moral 
atmosphere of such a teacher's school will become 
purer every day, and truthfulness, honor, honesty, 
unselfishness and right ambition will soon show a 
strong and healthy growth in the minds of the pupils. 



132 THE SCIENCE OF THE MIND 



CHAPTER IX. 

THE CONFORMING FACULTIES. 

Veneration. — Location. — The part of the hrain with 
which this faculty is connected is located in the middle 
of the top of the head. When developed it gives dis- 
tance from the base of the hrain upward, as in Fig-. 1G. 
It is deficient in Fig. 40, while the dotted line shows 
full development for such a head. 

Function. — "The propensity to obey commands, to 
submit to authority, and to admit others to be supe- 
riors. It recognizes excellence or superior power with 
pleasure, whether it is found in nature or in society. 
The immensity of space, the vastness of the celestial 
system, the velocity of the planets, the destructive 
force of earthquakes, the power of genius, the great- 
ness of moral heroes, and above all the omnipotence of 
God — these are objects calculated to excite this pro- 
pensity. It induces respect for parents, teachers, 
magistrates and superior persons of all classes. It is 
probably the principal element in the sense of the sub- 
lime, the grand, the awful. When small, there is an 
unceremonious bluntness, a want of respectfulness in 
the manners, and a tendency to treat superior persons 
with undue familiarity. This kind of irreverence is 
still more manifest when Imperativeness (Self-esteem) 
and Combativeness are large, and Approbativeness, 



APPLIED TO TEACHING. 133 

Secretiveness and Equitableness (Conscientiousness) 
are small." (Grimes.) 

Veneration is one of the principal religious emo- 
tions. It imparts submissiveness and resignation to 
the character. It is the opposite of self-esteem and 
its natural language is "not my will but thine be 
done." The activity of this emotion produces a 
marked effect upon the bodily activities. It checks 
the flow of blood to the surface and to the brain, and 




Fig. 40.— Veneration. (Small.) 

the result of this is that a calmness comes over the 
body, the brain becomes quiet and the other feelings 
extinguished. A restful peace and resignation per- 
vades the entire being. Its most powerful activity 
occurs in prayer and other devotional exercises. 

When the temperament is an impressible one, and 
this faculty with others of the Conforming group 
is greatly excited, the diminution of the blood in the 
brain is so great that a state of semi-unconsciousness 



134 THE SCIENCE OF THE MIND 

sets in, and the activity of this faculty then produces 
the highest religious ecstacy. It is the effect of the 
conforming- emotions upon the mind and body which 
has much to do with the peculiar state known as the 
mesmeric trance. The spiritualistic "medium" 
instead of being- controlled by disembodied spirits is, 
probably, controlled unconsciously by his conforming 
faculties. These influence the will in such a way as 
always to do what the " medium" believes the spirit 
can do. Credulity and over-powering reverence so 
act upon the nervous system as to produce the great- 
est hallucinations. Spiritism, ghost seeing and 
witch-craft are all produced by credulity, reverence, 
fear and ignorance. 

The effects of Veneration in producing a due degree 
of submission, trust and resignation, are most bene- 
ficial. So also its perversion is the most destructive 
to the progress of truth and happiness among man- 
kind. All religious intolerance and fanaticism come 
from its perversion. 

Says George Combe, " It seems to maintain the un- 
enlightened devotee in a state of bigoted subjection to 
his priests. An emotion of profound and sanctified re- 
spect springs up in the mind, and contemplating the 
doctrines which they have instilled into him in his 
youth ; and every suggestion of the understanding, in 
opposition to this feeling, is expelled as profane. In 
short, Veneration, when vigorous and unenlightened, 
produces. complete prostration of the mind before the 
object to which it is directed." 

The history of the human race in many respects is a 
sad one, but it is difficult to say whether the tyranny 
of ambition or the tyranny of credulous submission 



APPLIED TO TEACHING. 135 

has made the saddest record. It is plainly to he seen 
that a knowledge of the truth is most essential to se- 
cure the well-being- of the race. In ignorance our best 
as well as our worst feelings lead us into misery. 
Then all honor to him who brings to light one truth in 
any field of human knowledge. 

Veneration is the source of true politeness. It dis- 
poses men to submit to others and to treat them with 
respect. Impoliteness which manifests itself in abrupt- 
ness, bluntness and disagreeable familiarity, arises 
from deficiency of this faculty. 

Cultivation. — The feeling manifests itself toward 
two objects : toward God and toward Man. The pub- 
lic school is not the place to teach dogmatic religion ; 
nor is it the place to undermine the faith which the 
parents have seen fit to inculcate into their children. 
But the school is the place in which to train children 
to revere the true, the beautiful and the good. The 
teacher should teach the children to respect those 
feelings which are sacred to any one. There is no one 
who understands the awful mystery of human life. 
Where our knowledge can not guide us we must rest 
upon Faith and Hope and Love. He must be a blat- 
ant ignoramus indeed who would take away these in 
the present state of uncertainty as to human destiny. 
The man to whom nothing is sacred reminds one much 
of a swine in the midst of all the works of art and hu- 
man affection. 

Nothing is more deadening to true reverence than 
the familiarity with which some people handle sacred 
things. They talk about religious matters in the 
same tones in which they instruct the servants to do 
the work about the kitchen or the stable. One's 



136 THE SCIENCE OP THE MIND 

religious convictions ought to be so sacred that he is 
not willing- to drag* them before the public gaze on 
every conceivable occasion. 

The teacher should keep it in mind to inculcate 
respect for every human being. All are capable of 
the highest attributes. Sincerity, affection, honesty, 
goodness or any other manifestation of the noble 
qualities of the human heart should make us feel to 
bow in respect before them. To scoff at those things 
which are of so much worth is wrong and injurious to 
the one who scoffs. 

In this sentiment as in all others of the higher kind 
a good example is the best stimulus. If you would 
receive respect from your pupils, you must treat them 
as if their feelings and thoughts and they themselves 
were (as they are) as worthy of respect as those of 
any man. If you are polite and respectful to your 
pupils they will be so to you. If other than respectful 
conduct be shown you, do not resent it in an ungentle- 
manly or unlady like manner ; but treat the offender 
with the greatest politeness and show him that you 
are the true gentleman or lady, even when most 
provoked to other conduct, and the reaction, which 
will set in will be the best prevention against further 
transgression. 

Kindness or Benevolence. — Location. — This fac- 
ulty is connected with the brain which is situated at 
the front part of the top of the head. When developed 
it gives distance from the ear forward and upward, as 
in Fig. 41. It is deficient in Fig. 38. 

Function. — It is the function of Benevolence to give 
the disposition to increase the happiness of others. It 
is the love for doing good. It is not interested simply 



APPLIED TO TEACHING. 



137 



in members of the family and in friends, but in every 
thing- which can experience pleasure or suiter pain. 
The person in whom it is strong", delights in relieving 
suffering 1 and in spreading happiness abroad. It makes 
one kind-hearted, sympathetic and self-sacrificing that 
others may be happy. The person in whom it is de- 




Fig. 41. — Benevolence. (Large.) 

ficient is selfish and indifferent to the suffering of 
others. He may love his family, that is, he may be 
attached to them, but he has little disposition to be 
kind and helpful to them, is harsh and even cruel. He 
lacks that delicacy of feeling which is a characteristic 
of a charitable, sympathetic and liberal-minded person, 



138 THE SCIENCE OF THE MIND 

but he is narrow-minded, uncharitable and bigoted . 
He is severe upon those who come short of their duty, 
and is interested in nothing- which does not minister to 
his selfish interests. When it is strong- it gives an in- 
terest in all men and seeks to better their condition. 
Schools, churches, laws and every thing which will pro- 
mote the prosperity and happiness of others become 
objects of interest. It gives mildness and charita- 
bleness to character. Franklin, Father Mathews 
and Lincoln, whose lives were spent in promoting 
the welfare of mankind, are good examples of the pre- 
ponderance of this faculty in the mind. 

The feeling arising from Benevolence must not be 
mistaken for that of Friendship. Friendship, or Ad- 
hesiveness as it is sometimes called, gives attachment 
to others, the desire to have their society, the disposi- 
tion to co-operate with others ; Benevolence gives good 
will toward men, and is gratified when they are happy. 

Adhesiveness relates only to individuals; Benevo- 
lence regards the whole human race. Benevolence 
diffuses a genial warmth and sunshine through the 
mind, and it extends this good- will to all persons, 
seeking to increase their pleasure. 

Benevolence is one of the chief impulses in the 
progress of knowledge. It is opposed to seclusiveness 
and clannishness. It gives an interest in all things 
which minister to human happiness, and as all truth 
has that tendency it prompts investigation in all 
directions. 

Cultivation. — As our happiness depends so largely 
upon our relations to others, it is of the greatest 
importance to us as well as others that this faculty 
have a large influence in directing our conduct. 



APPLIED TO TEACHING. 139 

There is no pleasure more satisfying" and lasting- than 
that which arises from doing good. There is no 
quality of the mind which will make others so well 
disposed toward us as this kindness of heart. 

A teacher who is prompted to action by motives 
of kindness is the best inspiration to his pupils to 
exercise a spirit of sympathy and good-will to one an- 
other. If the teacher will show in all his actions that 
his object is to promote the best interests of his pupils, 
and that he does not consult his own convenience, he 
will awaken the respect and love of his pupils, and 
cause them to exercise toward him and toward each 
other the same spirit of good- will. And it will not 
be long before all will be actuated by the desire to be 
helpful and kind to each other. 

If you wish to awaken this feeling in another, you 
should do him a kindness. But it is even a better way 
to get him to do you a kind act. You will thank him 
and by your appreciation and gratitude strengthen 
the kindly impulse. 

It is a well known fact that if we do wrong toward 
another we dislike him even more than if he had 
wronged us. It is the same in kindness ; we like a 
person better for having done him a good deed. If a 
pupil does not like you, ask some small favor of him, 
such as placing some work on the board for you or 
erasing the work on the board. By thus taking notice 
of him, placing confidence in him and showing your 
appreciation of his kindness, will make him well dis- 
posed to you. 

If we would cultivate Benevolence we must give 
pupils an opportunity to exercise it. When children 
experience the joy that comes from being kind-hearted 



140 THE SCIENCE OF THE MIND 

they will soon learn that to give is more pleasant than 
to receive. 

Hope.— Location. — This faculty is connected with 
the brain which lies in front of that which is devoted 
to Conscientiousness and at the side of that which is 
devoted to Veneration. See Fig'. 20. 

Function. — The lower animals seem not to have the 
power to comprehend the future. They are related to 
the past by a slight degree of memory, to the present 
by sensation, but being without reason they cannot 
infer the future from the past and present. Man's 
reason enables him to comprehend the future, but his 
idea of the future would depend entirety upon the 
experience of the past. If the past has been pleasant, 
reason would infer that the future would be so, but if 
the past has been full of sorrow the future would 
appear to have only that in store. As the difficulties 
and unpleasant things exceed the pleasures, it were a 
sad prospect for human life had we not an impulse in 
the mind which inclined us to expect better things. 
Hope is the emotion which fills the mind with the 
feeling that the future will bring' us many pleasures. 
It is a conforming faculty since it causes us to submit 
cheerfully to present evils. The conviction that the 
fut ure will be happy throws a halo of light and cheer- 
fulness over the darkness of the present. The 
whisperings of hope drive away the gloomy thoughts 
which spring from present unhappiness. Hope looks 
upon the bright side of future prospects. It makes 
one cheerful and gay. Every desire of the heart is 
strengthened by Hope. Do we desire fame, power, 
wealth, domestic bliss or eternal life, hope says to us 
we can have them. 



APPLIED TO TEACHING. 141 

Hope is essential to enterprise ; for the expectation 
of future gratification strengthens the desire which 
moves us in the present. When hope does not encour- 
age desire we soon cease striving, hut with hope to en- 
courage us we contend cheerfully and unceasingly 
against all difficulties. 

When Hope is deficient the person expects little in 
the future. It clogs his energies and makes him 
passive. When Cautiousness is large he is gloomy and 
despondent. 

Children are strongly influenced by Hope. They 
are moved by impulse and less by reason. It is the 
experience of hopes unfulfilled that teaches them to put 
a more rational estimate upon the probabilities of fu- 
ture good. In grown persons when the faculty has too 
great an influence, it leads to unreasonable expectation, 
and so leads to financial and other failures. Older per- 
sons should exercise caution and not give way to un- 
reasonable hope, but in youth little harm can come 
from its great activity. Youth is the growing period 
of life and should be full of the inspiration of hope. 

It is the conviction of youth that all things are pos- 
sible to him who will work for them. And it is well to 
encourage them in this belief. It is unnecessary to tell 
young people that they are weak and can not become 
the great persons that they think the can. They will 
find it out soon enough. So it is good to let them be- 
lieve in their hallucinations. The courage which fails 
is just as heroic as that which succeeds, and it may not 
fail. 

Cultivation. — He is the best teacher, other things 
being the same, who can inspire the most hope in his 
pupils. He who can infuse desire, expectation and 



142 THE SCIENCE OF THE MIND 

faith in future good into his pupil causes him to take 
the first step toward higher attainments. To accom- 
plish this end the teacher must be enthusiastic, full of 
faith and hope. He who mopes and drays his feet, 
who has no faith in himself, or in his pupils, can not 
inspire hope. 

You should keep before the pupils the end which you 
expect them to attain. When necessary show them 
the progress which they have made. Keep the spirit 
of enterprise alive by rejoicing over past victories and 
in those yet to come. 

It is of so great importance that a child should 
be hopeful that when one is found that is despondent 
he is looked upon as of diseased mind. Despondency 
is unnatural in the young, and when it appears it must 
be counteracted in some way. 

Without hope nothing worthy of note can be accom- 
plished, but with hope great things are possible. 

While pupils are young, hope must be stimulated, 
but when they become older they must be made to feel 
that future good comes only to those who earn it by 
most thorough preparation and faithful work. In the 
high school the effort of the teacher should be directed 
toward showing the pupils that they have just entered 
the gates of the fields of knowledge. Show them the 
vast field which lies before them. That if they can not 
go on through college and university they must ex- 
plore them alone. The school that leaves the impres- 
sion on the minds of the students that they have 
finished their education is a positive failure. Hope 
must be tempered with sound judgment. 

Imitation. — Location. — This faculty is manifest- 
ed by the part of the brain situated at the outer 



APPLIED TO TEACHING. 



143 



part of the front part of the top head. When the 
brain is developed in this region it gives elevation and 
width, as in Fig. 42. When undeveloped the head is 
low at that point, and slopes rapidly downward when 
Benevolence is large. The dotted line shows the or- 
gan small. 

Function. — The function of this faculty is to make 
man capable of sympathy. The actions resulting from 
it we call imitations. 




Fig. 42. — Imitation. (Large.) 

An actor expresses by words, intonation, gesture 
and facial expression the feeling of remorse. We re- 
cognize that the feeling is not genuine, but without 
some degree of the feeling he could not give expression 
to it. By means of this faculty the actor puts himself 
in sympathy with the feeling in the imaginary charac- 
ter, and so arouses his own conscience to a counterfeit 
feeline*. To act well an actor must feel what he tries 



144 THE SCIENCE OF THE MIND 

to portray. Yet how can lie feel revenge, remorse or 
any other passion unless there has heen something" in 
his own life to arouse these feelings? It is only 
through sympathy that it is possible. 

Imitation is the most powerful of the conforming 
faculties, because its action is usually involuntary and 
unconscious. It is a strong and hidden force that 
causes us to do as do those with whom we come in con- 
tact. If we are with persons with certain peculiarities, 
through Imitation we are put in sympathy with that 
peculiarity, and involuntarily and unconsciously we 
feel and act like our companion. In this way one indi- 
vidual influences another, and through sympathy all 
seek a general level. The high lift up the low, the low 
pull down the high, the passionate warm the cold, the 
cold cool the passionate. After a few years of associ- 
ation with each other, people of such various peculiari- 
ties as are those who come to America, assume a pecu- 
liar national character which is the result of this asso- 
ciation. Persons with the most marked pecularities 
exert the greatest influence. This is more especially 
true when the governing faculties are strong. Those in 
whom the governing faculties are weak and Imitation 
strong are most easily influenced. This explains why 
intelligent, refined and well-meaning persons are often 
led by one who is their inferior in every thing except in 
having a marked peculiarity, and being of a bold and 
independent spirit. 

Imitation gives an insight into human nature. 
Through it they are in sympathy with the charac- 
ter which is present to them and are then able to de- 
scribe his feelings and thoughts accurately. The heads 
of Socrates, Shakespere, Scott and Dickens shows the 



APPLIED TO TEACHING. 145 

faculty strong'. It was through this faculty that they 
were able so accurataly to analyze the characters of 
all kinds of men and women. 

Persons in whom the faculty is weak are noted for 
their individuality. They follow the kind of life which 
results from their own constitution and are influenced 
but slightly by others. They are unable to adapt 
themselves to persons and circumstances different from 
those to which their constitution adapts them. Those 
in whom the faculty is strong can pass through all 
grades of society. Their Imitation, puts them in sym- 
pathy with those about them and they readily become 
one of the company and adapt themselves as readily 
to the new surroundings as if they had always been in 
them. 

Knowledge has been over-estimated as a conduct 
producing force. The influences which are brought to 
bear on men by their surroundings, and especially by 
the habits of their associates is more powerful than 
knowledge. Examples of correct living have more 
power over men than do abstract truths. An upright 
life is the living truth and works directly upon other 
lives. Abstract truth is a grain which is planted in 
the heart and is of slow growth. Truth planted in the 
heart of Socrates or Jesus grew and yielded the fruit 
of a noble life. But it was their lives more than their 
teaching that influenced their disciples. These in turn 
shaped the lives of others and thus the good influence 
lifted up millions of those who had but a faint concep- 
tion of the great truths that underlay the rig-ht con- 
duct in the more intelligent. 

Too much cannot be said of the importance of the 
teachers good example. There is little danger that 



14G THE SCIENCE OF THE MIND 

the pupils will make him their model. None but the 
weak-minded follow a model. If the teacher poses as 
an example he only makes himself ridiculous. But 
he should not forget the silent but strong- influence 
which his own character exerts upon his pupil. Then 
his greatest care should be, to be and not simply seem 
to be. If he be noble, high-minded and true, his 
pupil will become so, not because they make him their 
model, but because they unconsciously grow like him. 

It is in Imitation that good conduct first takes root, 
afterward it reaches a vigorous growth in conscience, 
reverence and kindness. The direction which the 
childs character takes results from outside influences 
through Imitation. 

The teacher should distinguish the pupils who are 
bad from imitation from those who are so from nature. 
To bring a stronger influence to bear in favor of the 
right is what is necessary with the first. All the 
forces which can be employed to change character 
must be brought to bear on the second. 

Faith or Credensiveness. — Location. — The part of 
the brain which is situated between Imitation and 
Hope is devoted to this propensity. When large it 
gives the configuration of head as seen in Shakes- 
pere, Milton, Tasso and all writers of the marvelous. 
When small it gives a deficency in this region, as in 
Hume, Paine and Gibbon. Fig. 43 shows the fac- 
ulty strong. 

Function. — This propensity finds satisfaction in 
accepting the statement of others without inquiry 
into the evidence. Its office is to produce the disposi- 
tion to believe that which is not definitely known. 
Children accept the statement of parents without 



APPLIED TO TEACHING. 



14^ 



questioning- their truth. "It is true," they say, 
"because father says so." No amount of argument 
can make them doubt what is given by authority. 
Their disposition to believe is so strong as to make 
their reason inoperative. This is true also of many 
adults and scholars. The devout Mohammedan has 
been taught that the Koran is absolute truth. His 
Credensiveness cherishes this as much as does the 
mother's love cherish her child; and to make him 




Fig. 43.— Spirituality. (Large.) 

doubt the Koran is quite as difficult as to destroy the 
mother's love. This is true because Faith is a pas- 
sion that clings to its object just as love does. 

The Intellect is a doubter. It rejects every thing' ex- 
cept what is reported by the senses, and the inferences 
which Reason draws from material facts. Credensive- 
ness is the believer and gladly accepts what is asserted 
by authority. Intellect and Faith are forces which 
tend in opposite directions, and when both are active 



148 THE SCIENCE OF THE MIND 

to the extent which they should he, better results fol- 
low than when either predominates. 

Men having- large Credensiveness and moderate In- 
tellect are credulous* and superstitious. They believe 
in improbabilities and absurdities. The more marvel- 
ous they are the keener is their relish. This is es- 
pecially true when the authority is reported to be su- 
pernatural. 

Men with strong- intellects and small Credensiveness 
are natural doubters. They accept that only which can 
be demonstrated. They look with a smile upon those 
who are disposed to give credence to the probable. 
Although millions accept the belief, they are unable to 
see how any one of intelligence and learning can be so 
foolish. They attribute the belief either to cowardice 
or hypocrisy. These skeptics are analogous to the 
old bachelor who, having no Amativeness, denies the 
existence of love. Were men to be guided wholly 
by what they know, very little good would be accom- 
plished. In all departments of life we act more from 
what we believe than what we know. To know all 
that has been revealed is the privilege of the few ; to 
believe the right is the privilege of the many. 

Doubt is one of the forces which has brought the 
world out of the darkness of superstition into the light 
of knowledge. But doubt unrestrained will lead us 
again into darkness. It is when doubt and faith go 
hand in hand that we are led into brighter fields of 
truth. Doubt removes the rubbish ; faith holds to that 
which seems good. 

Cultivation. — Credensiveness is one of the most in- 
fluential faculties in creating a love for knowledge. 
Intellect gives the ability to know, but the propensities 



APPLIED TO TEACHING. 149 

have as much to do in giving- the desire for knowledge 
as the intellect has. This faculty is excited by every 
thing which is marvelous to the possessor, and it 
prompts the intellect to investigate. It therefore cre- 
ates an interest in the unknown. It desires to find out 
what other people have said about it. 

The best way to interest children in reading is to in- 
troduce them to fables, fairy stories, adventures and 
romance. Therefore the popularity of the " Arabian 
Nights," " Robinson Crusoe," etc. These tales appeal 
to the love for the marvelous. 

The teacher should induce the children to read these 
works and others like them. When they are once in- 
terested in these you can then introduce them to books 
of travel ; from these you can lead them to study 
history, works of science, the higher forms of fiction 
and poetry. If you begin with what you call useful 
reading the children will not be interested and you can 
not induce them to read and your efforts will prove 
futile. 



150 THE SCIENCE OF THE MIND 



CHAPTER X. 

THE INTELLECT. 

The Intellect is that group of mental faculties which 
give the power to know. It relates the mind to all 
things, physical or mental, which have any effect on 
man's well-being. It enables the mind to know its own 
existence, the existence of other things, their properties, 
relations and actions. Through the Intellect external 
nature and internal sensations impress themselves 
upon the mind as they are, and these impressions we 
call knowledge. The Intellect is a mirror in which an 
image of those thing's with which man comes in con- 
tact is formed. This image we call Truth. 

If the Intellect be perfect, it forms a correct image ; 
that is, gives us perfect truth, a representation of things 
as they are ; but if the Intellect be imperfect it will 
give us an imperfect image, represent things as they 
are not, and this we call error. 

The Intellect is composed of many faculties, each 
faculty having the power to take cognizance of a par- 
ticular thing, such as form, size, color, force, etc. The 
things which excite the Intellect to action can be di- 
vided into six classes : 

First : Objects having an individual existence; hav- 
ing a separate existence from other objects. This 
adapts the mind to comprehend the diversibility of mat- 
ters and gives the power of anal} T sis. We come in con- 



APPLIED TO TEACHING. 151 

tact with an object ; as for example, a house. Through 
the optic nerve it makes an impression upon the mind. 
The house is recognized as an individual object. A 
closer application of the intelligence will separate it 
into its different parts ; such as doors, windows, etc. 

Second : The properties of matter, size, form, color, 
excite another class of Intellectual faculties. 

Third : Location, order, number or the relation 
which objects have to each other, are the objects which 
excite another class. 

Fourth : The force which objects exert, excite an- 
other faculty. That which is done by the objects or is 
done to them, actions which they give or receive, is 
recognized by this intellectual faculty. 

Fifth : The relation of cause to effect and effect to 
cause is recognized by another faculty. The mind is 
not satisfied with knowing that things exist, but it 
desires to know why they exist. 

Sixth : The activity of any faculty of the mind, 
whether affective or intellectual, is recognized by the 
combined action of the intellectual faculties. 

Thus we find that in the mind of man there are ac- 
tivities which receive impressions from things that are 
without, and also from the sensations which come from 
within. 

Consciousness. — This power to know the existence 
and actions of the mental activities is called Con- 
sciousness. All beings which possess intelligence have 
consciousness and their degree of consciousness is in 
proportion to their intelligence. Could we suspend 
the action of the intellectual faculties while the 
feelings remained active the person would exercise 
love, hatred, fear and auger, but he would be uncon- 



152 THE SCIENCE OF THE MIND 

scious of it. He could experience neither pleasure 
nor pain. 

Language an Index to Intellect. — Language is 
intelligence expressed. It is composed of signs 
which are associated with certain actions of the 
intellect, and a study of language should throw some 
light upon the structure of the Intellect. 

The elements of all languages are the same. This is 
so because the structure of intellect is the same in all 
men. Language is a representation of the intellect of 
him who uses it. When this image of thought is 
brought before another who knows what signs are as- 
sociated with certain mental states he receives the 
thoughts of him who first had them. 

If the above analysis of the intellect be correct 
it oug-ht to be confirmed by the structure of language. 

Substantives or nouns are the ecpaivalents in lan- 
guage of the conceptions of individualities in the mind. 
Every thing or every conception of a thing in the 
mind is given a name. Without the ability to compre- 
hend objects as individuals, there would be no nouns, 
and without nouns it is impossible to transfer to 
aniother mind the idea of individuality. 

Those things of which the mind takes cognizance 
through the senses are concrete nouns. Those which 
represent things that have no existence as objects but 
are conceived as individual by the mind are called 
abstract nouns. There is no such object as wisdom ; 
yet the intellect conceives it as objective and 
recognizes it as having properties. Nouns, there- 
fore, bear strong evidence to the fact that there exists 
in the mind a primitive faculty whose office it is to 
give notions of individuality. 



APPLIED TO TEACHING. 153 

Adjectives represent the real or conceived properties 
of objects. They are the equivalents in language to 
the powers which take cognizance of the properties 
of matter. 

Qualifying- Adjectives represent the activity of those 
faculties which perceive the inherent properties of ob- 
jects. Definitive Adjectives represent those qualities 
which arise from the relation that objects have to each 
other, such as position, number and order. 

Verbs express the recognition of the action and con- 
tinued existence of objects. Active verbs express the 
perception of the force exerted or received by an 
object. Substantive verbs express the conception of 
continued existence of an object. "The birdies." 
Here " flies " express the force exerted and the action 
performed by the subject. " The bird is red." Here 
"is" represents the continued existence of the subject 
in a certain state. 

By means of one faculty the mind perceives action, 
by another that action is perceived as individual, 
by others its properties are perceived. Adverbs ex- 
press the qualities of actions. The properties of adjec- 
tives and of adverbs are perceived as individuals with 
their various properties ; and these are also expressed 
by adverbs. 

Prepositions express the relations which objects or 
conceptions have to each other. These arise from 
the powers of the intellect which take cognizance 
of relations. The structure of language seems to 
testify to the correctness of this analysis of the Intel- 
lect. 

Classification of the Intellectual Faculties. — The 

intellectual faculties may be divided into six classes, 



154 



THE SCIENCE OF THE MIND 



3'et for all practical purposes two classes will do quite 
as well. 

The Perceptives. — The perceptives occupy the 
lower part of the frontal lobe of the brain. When this 
is well-developed it gives length from the ear forward, 




Fig. 44. — Perceptive Organs. (Large.) 



making the forehead prominent just above the eyes. 
Their function is to take cognizance of objects, their 
properties and relations. They put man in relation 
with the external world and constitute the part of 
the intellect that gathers facts 



APPLIED TO TEACHING. 



155 



They give the ability to observe. 

The Beflectives. — The reflLectives are connected 
with the upper part of the frontal lobe. When this 
part of the brain is well-developed it gives distance 
from the ear to the upper part of the forehead, giving 
prominence to it. 




Fig. 45. — Eeflective Organs. (Large.) 



When the Perceptives are large and the Reflectives 
small the forehead retreats rapidly. 

When the Reflectives are large and the Perceptives 
small the forehead is over-hanging. The function of 
the Reflectives is to compare the impressions received 
from the other faculties with each other, and to draw 
inferences and make generalizations. They also give 



156 



THE SCIENCE OF THE MIND 



the power to comprehend the relation of cause to 
effect. 

It is by means of the Reflectives that the mind can 
make itself an object of study. As their name indi- 
cates, their exercise is a turning of the mind back 




Fig. 46.— Weil-Balanced Intellect. 



upon itself. Their action in comparing-, generalizing 
and discovering cause and effect is called reasoning. 
They give a meditative, thoughtful, philosophical 
turn of mind. The Perceptives give a matter-of-fact 
practical and observing mind. 



APPLIED TO TEACHING. 157 



CHAPTER XI. 

THE PERCEPTIVES. 

Individuality. — Location. — Individuality is con- 
nected with the brain which is situated in the lower 
central part of the forehead, just above the nose. 

When developed it gives prominence to that part of 
the head. 

The plates of the cranium are separated at this point, 
forming the frontal sinus. So in estimating the influ- 
ence of this faculty this must be kept in mind, and the 
distance from the ear forward is the true index to the 
strength of this faculty. 

Function. — Individuality is that faculty of the per- 
ceptive intellect which gives the sense of individual 
existence. Dr. Gall named the faculty the " Spirit of 
observation." This name expresses one phase of the 
faculty. That is, that it gives the desire to know of 
things as distinct individualities. It causes a craving 
to know, what exists. It makes people ask the 
question, " what ? " and gives the power of close obser- 
vation of objects. A person with this faculty strong 
will see many things at a glance ; for this faculty en- 
ables him to separate things into their distinct parts 
and comprehend each part as individual. He in whom 
it is weak will look at an object and receive but an in- 
distinct notion of it. His mind does not receive all 
parts as separate from the others. He will pass along 



153 



THE SCIENCE OF THE MIND 



a street day after day, and the objects seen will make so 
weak an impression upon him, that he may at one time 
declare a certain house has been built since he last 
passed along* the street. The house has been there all 
the time, but his mind did not receive it as an object 
distinct from the general view. 

Individuality is the analytic faculty. It separates 
an object into its distinct parts. It adapts man to the 




Fig. 47. — Individuality. (Large and small.) 

indivisibility of matter. It seeks to find that which is 
a unit. It is the leader of the intellectual faculties, 
leading out into the world of objects and of fact, and 
singles out the one from the others, and enables the 
other faculties to receive impressions from its proper- 
ties and relations to others. 

It is the first of the intellectual faculties to awaken 
in children. Objects first attract their attention, 
qualities next, phenomena and relations last. It 



APPLIED TO TEACHING. 159 

gives curiosity, and when the other intellectual fac- 
ulties are weak it is an idle curiosity, for it peers into 
every thing- simply for the purpose of seeing what 
exists. When the other intellectual faculties are also 
strong there is combined with this curiosity that 
which is created by the other faculties, the desire to 
know the properties, uses, history, causes, etc., of the 
object which has been singled out by Individuality. 
A person simply large in Individuality in visiting a 
museum will keep the conductor on a run and out of 
breath answering the simple question, " What is this ?" 
One who is strong also in other faculties will see but 
few objects ; for his other faculties have so many ques- 
tions about properties, history, uses and causes, that 
but few can be examined. The person with deficient 
Individuality will be attracted by few things and will 
have very little definite knowledge of what is in the 
museum. 

This faculty also individualizes abstractions of the 
mind. That is, it conceives wisdom, folly, ignorance, 
as objects upon which the other faculties may dwell 
and discover properties, uses, causes, etc. The 
ideas which Individuality furnishes to the mind are 
those represented by nouns. To him who is well- 
endowed with this faculty, all things and all concep- 
tions have such a distinctness of individual existence 
that all his subjects and objects of thought stand out 
clear. His style of speaking or writing will be noted 
for clearness. While to him in whom the faculty is 
deficient, objects and subjects will appear so indistinct- 
ly that his utterance will lack pointedness. 

The faculty is very essential in all kinds of intel- 
lectual labors. 



160 



THE SCIENCE OF THE MIND 



Form. — Location. — When the brain with which 
this faculty is connected is developed it gives width 
between the eyes. When undeveloped the eyes are 
close tog-ether. 

Function. — Form takes cognizance of the shape of 
objects. It gives the power to distinguish objects 




Fig. 48.— Form. (Large.) 

from each other by their form. It also gives the 
memory of forms. Cuvier could remember the form 
of an animal so well that long after he had seen if lie 
could make a correct picture of it. Persons in whom 
it is deficient can with difficulty distinguish persons 
apart who slightly resemble each other. While those 
in whom it is strong remember distinctly those forms 



APPLIED TO TEACHING. '161 

which they have examined. It is essential to artists, 
architects and geometricians. 

Written language is based upon this faculty. Let- 
ters and words are forms which represent the sounds 
used in spoken language. The sounds represent ideas. 
The ideas combined in a sentence represent a thought. 

Children with the faculty weak can learn to read 
and spell only with great difficulty. Those with the 
faculty strong learn both easily. The difficulty with 
the former is that they have to examine a word closely 
before they recognize it, while the latter know it at 
once. 

Reading should be taught by the word method. 
Children should be taught from the first to know 
words by their form. Spelling should also be taught 
by form. Let them remember how a word looks. 
Many words are pronounced exactly like other words 
which are spelled differently, while many are spelled 
differently from what they are pronounced. 

Size. — Location. — This faculty is located next to 
Individuality. 

Function. — Its function is to give the idea of space. 
It enables us to distinguish objects by their dimen- 
sions. Persons in whom it is developed can readily 
measure objects with the eye. It gives us more accu- 
rate knowledge of the external world. Especially in 
the study of geography is it very essential. An accu- 
rate conception of distances is an important element of 
geographical knowledge. In mathematics also it is of 
great use. In the study of these subjects the teacher 
should be careful to give the pupils a clear idea of the 
length of a foot, yard, rod, mile, etc'. 

In geography they should have a standard of meas- 



162 



THE SCIENCE OF THE MIND 



ure, as, for instance, their own State ; all other coun- 
tries ought to be compared with this. They should be 
taught to use the scale of miles given on the map. 

Weight. — Location. — This faculty is located out- 
ward from Size. When the brain is developed it pro- 
duces depth and an overhanging' appearance to the 




Fig. 49.— Size and Weight. (Large.) 

brow at the point where the faculty is situated. Fig. 
49 shows it large. 

Function. — It is the function of this faculty to give 
a sense of resistance. The force of gravitation must 
be resisted whenever we would move the body. To 
retain the upright position we must exert ourselves 
continually to keep the center of gravitation within 



APPLIED TO TEACHING. 1G3 

the base. And to keep this equilibrium requires a 
delicate perception of the force which draws us and of 
the resistance which must be applied to counteract it. 

Persons in whom the faculty is strong- are noted for 
their agility. They ride, skate, walk a rope, and 
perform all such feats with ease. 

The artist who uses the pen or who engraves upon 
wood or metal must have this delicate sense of resist- 
ance to succeed in his work. The performer on a 
musical instrument also requires it. Those in whom 
it is deficient are awkward. They cannot exert force 
with accuracy. The artist presses too hard or too 
lightly. The performer cannot control his touch. 
Such persons lack grace of movement. 

This faculty should be cultivated, but as it comes 
under the head of physical training the teacher has 
little opportunity to aid in it. Pupils should be 
required to move, sit and stand gracefully. It is 
employed in penmanship and drawing. 

Color. — Location. — This faculty is connected with 
the part of the brain which lies outward from Weight. 

Function. — Color perceives and distinguishes hues. 
Especially does it perceive the harmony of colors. 

Some persons are unable distinguish colors at all. 
Others have a fair idea of colors, but cannot detect a 
lack of harmony in their combination. It is one of the 
perceptives and is useful to man in distinguishing ob- 
jects from each other. 

The artist in color, the physician, the manufacturer 
of steel implements, the dealer in dry-goods, must all 
have this faculty in a good degree. A lack of harmony 
in colors is as painful to him who is well-endowed with 
this faculty as a discord is to a musician. 



164 



THE SCIENCE OF THE MIND 



Order. — Location. — When the Drain with which this 
faculty is connected is developed, it gives prominence 
to the central part of the hrow. When deficient that 
part of the brain is depressed. 

Function. — Order is the faculty which perceives the 
succession and arrangement of objects. He who pos- 
sesses it in a high degree will be pleased with the 




FK4. 50.— Color. (Large.) 

proper arrangement of objects, and will have good 
taste as to the proper place for things that their ar- 
rangement may effect one most agreeably. Those in 
whom it is deficient have little idea of the proper ar- 
rangements; and when they make an effort at order, 
their taste is so defective that to one who has good 
taste their arrangement is the worst disorder. 



APPLIED TO TEACHING. 1G5 

This faculty takes cognizance only of physical ar- 
rangement and not of logical sequences and the sys- 
tematic generalization of ideas. The latter depends 
principally upon the reflective or reasoning faculties. 
But perhaps Order gives a love for proper arrange- 
ment in the domain of ideas. 

This is a faculty whose influence is very great in suc- 
cessful labor. The laborer, the merchant, the pro- 




FlG. 51.— Order. (Large.) 

fessional man work at a great disadvantage without it. 
The goodness of mothers often spoils children in this 
regard, by permitting the children to leave their play- 
things where they get through with them, and then 
the mothers or the servants put them away. Children 
should be taught early to put things where they 
belong. The best way to enforce this law is to deprive 
them of their privileges unless they live up to the re- 
quirement. In school the teacher should insist upon 



1GG THE SCIENCE OF THE MIND 

the desks being kept in order. If bits of paper are 
thrown upon the floor each should be required to clean 
up his own litter. All the work of the school — study- 
ing 1 , reciting-, going out and coming in — should be in 
keeping with a certain order of procedure, which 
should be established upon the first day. 

If the teacher adheres strictly to his order of pro- 
cedure much trouble will be avoided which otherwise 
is unavoidable. 




Fig. 52. — Number. (Large.) 

The work which is put upon the blackboard should 
all be properly arranged. As much attention should 
be given to the proper presentation of a subject as to 
the accuracy of its results. It is worth the teacher's 
while to devote much effort to cultivating habits of 
order. It is for the students highest good and one of 
the most essential things in school government. 

Number. — Location. — This faculty is connected 
with the brain which lies at the lower and outer 
corner ot the frontal lobe. When developed it gives 



APPLIED TO TEACHING. 1G7 

fullness in the region of the extremity of the eye- 
brows. 

Function. — This faculty gives the idea of numbers 
and gives the ability to combine numbers. It gives 
talent for rapid and accurate addition, subtraction, 
multiplication and division. Combined with other 
intellectual faculties it gives mathematical talent. 
When it is deficient numbers are combined with diffi- 
culty. 

It is active early in life, therefore, while yet very 
young, children can comprehend number and should 
be drilled in their combination. Then when the intel- 
lectual faculties are sufficiently active and developed 
for the solution of problems they will have no diffi- 
culty in rapid and accurate combination. They will 
then be able to add, subtract, multiply and divide 
rapidly and accurate, and will be spared the trouble 
arising from mistakes or slowness in these processes. 

Language. — Location. — This faculty is connected 
with the brain which lies immediately above the super- 
orbital plate. When developed it pushes the eye 
downward and forward. When deficient the eyes lie 
high and deep in the sockets. 

Function. — This faculty enables us to associate 
certain states of the mind with signs which accompany 
them. By these signs other intelligent beings are 
able to perceive what are the mental states of others. 

The signs which accompany mental states are of 
two kinds ; natural and arbitrary. Any emotion, as 
fear, is accompanied by a certain expression of coun- 
tenance. The feeling of pride throws the head upward 
and backward, as in haughty and arrogant persons. 
Affection is accompanied by caresses. These signs of 



168 



THE SCIENCE OP THE MIND 



mental states are the same among- all races of men and 
are understood even by the most intelligent animals. 
In fact, the animals indicate their mental states by the 
same signs. The bristling up of the dog is a frown 
indicative of anger. The cat caresses 3 r ou when she 
feels affection for you. These signs constitute natural 
language. Animals never display arbitrary signs to 
express their feelings. Though some of the higher 




Fig. 53. — Language. (Large.) 

types seem to be able to understand them when used 
by man, as, for example, the horse that understands 
the word of his master. 

It requires a greater amount of reason than the 
animals possess to associate certain mental states 
with arbitrary signs. When an animal feels anger 
the expression of it is involuntary, and the signs are 
not made with the purpose of giving expression to the 



APPLIED TO TEACHING. 1G9 

feeling*. But man experiences a certain feeling' and 
determines to give expression to it. To this end he 
employs the natural signs and also an arbitrary sign, 
as a spoken word. That is, he employs a means to an 
end and this requires reflection and the perception of 
cause and effect. He perceives that a spoken word 
can be made a means to secure the desired effect. 
Spoken and written language then are clearly inven- 
tions, made possible by the power of reason. Man 
makes clothing to secure a desired end, so also does he 
make words. 

Persons well-endowed with Language learn new 
words easily, and are therefore likely to use unusual 
words instead of those in common use. They get a 
large vocabulary without special effort; for a word 
needs to be heard or seen but once. It is the great 
activity of this faculty that causes some people, even 
children, to use large and unusual words. They do 
not, as most people suppose, use them purposely to 
appear learned ; but their supply of words being so 
great and the newest and most distinguished ones 
naturally presenting themselves first, they use them 
involuntarily. 

Persons in whom the faculty is deficient learn words 
with difficulty, and therefore use the ordinary words 
which they have used many times before. Often 
they are unable to get a word to express their mean- 
ing. 

The faculty of Language only remembers the words 
and does not learn their meaning. In fact, it learns 
and remembers words regardless of meaning. To 
understand the meaning of words depends upon the 
other faculties. The words honor, duty, piety, have 



170 THE SCIENCE OF THE MIND 

a very different meaning- to different persons. A man 
who is but slig'htly moved by kindness will attach quite 
a different meaning to honor and duty than will he in 
whose character kindness is one of the strongest im- 
pulses. To an intelligent man of a deep and balanced 
religious nature, piety means something vastly differ- 
ent from what it does to the ignorant and base. 
Persons of deficient intellect and strong- Language, 
often use learned words and apply them most in- 
appropriately, to the great amusement of their com- 
panions. 

While young*, when the mind is not so much occupied 
by thoughts, this faculty is most impressible, and 
children learn a new language much more rapidly than 
older persons. 

In teaching we should develop first the idea, then 
give the word which stands for it. And in learning 
the word attention should be given to correct pronun- 
ciation and spelling, or how the word looks in print or 
writing. 

Tune. — Location. — When the brain with which this 
faculty is connected is developed, it gives width and 
fullness to the head, a little above and backward of 
the outer extremity of the brows. The temporal 
muscles begin over this place, it is difficult to esti- 
mate its strength. 

Function. — Tune is the faculty which perceives mel- 
ody and harmony of sounds. Those in whom it is 
strong have a good ear for music and have the power 
to originate harmonies. Those who are deficient in it 
can distinguish tones, but do not perceive harmony or 
discord, nor do they derive pleasure from melody. It 
is essential to the musician, but it alone does not con- 



APPLIED TO TEACHING. 171 

stitute musical talent. A good perception of time is 
also necessary to give a perception of intervals. 

Tune may be possessed even by good musicians in 
only an ordinary degree. Music with them is only me- 
chanical or imitative. They can become good perform- 




Fig. 54. — Tune. (Large.) 

ers. Those who form new melodies are comparatively 
few. The person who has the faculty in an eminent 
degree has music in his soul. He is not an imitator, 
but an originator. Fig. 54 is a portrait of Mendelsohn 
the eminent composer. 



172 THE SCIENCE OF THE MIND 

Time. — Location. — A good development of this fac- 
ulty gives a fullness j ust above the outer extremity of 
the brow, forming' a corner to the edges of the forehead. 
It is large in Fig. 53. 

Function. — The perception of duration is the func- 
tion of this faculty. It gives the notion of time and 
enables us to measure distance in duration as Size en- 
ables us to measure distance in space. It is essential 
to the musician and the poet. By its cultivation one 
can gain the power to tell the time of day or even to 




Fig. 55. — Locality. (Large.) 

tell the time of night on waking. It is essential to 
historical talent ; not in remembering dates, but in 
having a correct idea of time between events. It 
leads to punctuality. 

Locality. — Location. — See Fig. 20. 

Function. — This faculty gives the perception of lo- 
cality and direction. When it is strong the person lias 
an instinctive knowledge of these relations of objects. 
He can travel in forest or city and depend entirely upon 
his instinct. When it is deficient he easily loses him- 
self. What is east appears to be some other direction. 



APPLIED TO TEACHING. 173 

It is very essential in a well-balanced intellect al- 
though one may manifest much intellectuality without 
it. But without it all kinds of knowledge which de- 
pends upon a correct perception of localities will be 
very defective. Geography, History, Geology, As- 
tronomy, Anatomy, in fact an accurate knowledge of 
nearly all sciences, depends upon Locality. 

Cultivation. — The teacher should devote much effort 
to accurate knowledge of location and direction of 
places in geography. In history see to it that the pu- 
pils get the geographical part. They should be 
required to locate the places of events on the map, to 
make maps and diagrams of battles, and to describe 
the movements of armies. Map-drawing in geography 
and history is one of the most important parts of those 
studies ; for accurate knowledge of them depends so 
largely upon the notion of location. Without this 
knowledge whatever else they know about them is 
almost useless. To understand thoroughly, for ex- 
ample, a battle, the student must be able to have a 
picture of it in his mind, and in this picture he must be 
able to point to the different armies and show the di- 
rection of their movements. Without these ideas he 
sees the event as through a thick fog. If he has a 
definite idea of locality he will have no difficulty in re- 
membering' all about it ; for his geographical knowledge 
is a frame-work, upon which he hangs all other facts. 

Eventuality. — Location. — Eventuality is situated 
in the center of the forehead. When developed it gives 
fullness to that region. 

Function. — It relates man to actions, motions and 
changes. Its ideas are expressed by verbs. While 
the other intellectual faculties perceive the object and 



174 



THE SCIENCE OF THE MIND 



its relation, this faculty perceives what it does or what 
is done to it. It creates the desire to know what is 
being done or what has been done. It wants to know 
the events which are connected with the object. It is 
the historical faculty. Those who have a good degree 
of it have great memory of events and are fond of all 
kinds of narration. Such persons learn easily every 
thing that pertains to actions. Those in whom it is 
deficient are said to have poor memories, for they for- 




***\ 



Fig. 56.— Eventuality. (Small.) 

get what has happened — what events have transpired. 
They yet have good memories of forms, localities, etc. 
It is one of the literary faculties, for besides giving his- 
torical memory and the power to create a plot and in- 
vent a series of events, it is also a powerful force in 
Imagination. Individuality will personify a quality 
and Eventuality will attribute to its actions. 

It is strong in nearly all children; hence, their 
great love for stories and fables. 



APPLIED TO TEACHING. 175 



CHAPTER XII. 

REFLECTIVES. 

Comparison. — Location. — Comparison is situated 
in the central part of the top of forehead. 

When the brain is developed in this region it gives 
distance from the ear in that direction. Fig. 57 shows 
a large development. 

Function. — " This is the faculty of comparing things 
and ideas, assorting them and distinguishing the like 
from the unlike. It perceives differences, resemblances, 
analogies and contrasts. It gives the talent for classi- 
fication in science and for illustration in speech and 
literature. It gives birth to allegories, parables, meta- 
phors and other figures of speech. It gives to business 
men quick, practical judgment. They compare the 
matter before them with what they have previously 
known and thus judge according to experience. 
When small the judgment is slow and the person 
seems stupid. When he talks he fails to state and 
illustrate his ideas clearly or popularly, he is unfit for 
a place where immediate decision is required. 

" Almost every object or subject which can occupy 
the mind belongs to a class to which it bears more or 
less analogy ; and it is the function of this faculty to 
compare all our perceptions together and perceive their 
resemblances and differences and the classes to which 
they belong*. It harmonizes all our perceptions and 



176 THE SCIENCE OF THE MIND 

perceives the agreement among- them. If a new ob- 
ject is presented to us, comparison immediately com- 
pares it with every thing else within our recollection, 
in order to know to what class it belongs." (Grimes.) 
Comparison seeks to reduce multiplicity to unity — to 
find unity in variety. The reflectives give rise to 
philosophizing. Philosophy can be reduced to two pro- 
cesses, generalization or the apprehension of the one 




Fig. 57. — Comparison. (Large.) 

in the many, and discovery of the primary or first 
cause. The reflective faculties are only two, Compari- 
son and Causality. Comparison gives the love of 
unity. The process of finding unity is that of compar- 
ing objects, classifying them according to their like- 
nesses, and putting those classes which have likeness 
into one class. 

Causality makes us feel that one thing depends upon 
another, and gives us the power to see this dependence 



APPLIED TO TEACHING. 177 

and the desire to trace every thing* to the one thing- or 
cause upon which all thing's depend. 

Comparison is not satisfied until all things have been 
traced to a principle which explains the multiplicity of 
objects that engage the attenion. Newton's attention 
was attracted by a great variety of phenomena, the 
movements of the heavenly bodies, the falling of things 
toward the center of the earth, the tides on the sea- 
shore ; when he discovered the principle of gravitation 
that explained all these, he was satisfied. Kant, being 
disturbed by a vast variety of phenomena about the 
earth and other planets, by a process of classification 
and generalization assumed the Nebular Hypothesis ; 
this explains all these phenomena and his mind was at 
rest. He had apprehended the unity in multiplicity. 
Animal life is almost infinite in its variety. This has 
disturbed the minds of all thinkers and many have been 
the explanations to satisfy the craving after unity. The 
last hypothesis of philosophers is that of Evolution. 
As this is the unity which to their minds explains so 
much of this variety, and as it is in such complete ac- 
cord with the history of the earth as read in its ' struc- 
ture, they are gratified, and many feel that the unity has 
been found. 

Causality. — Location. — Causality is situated on 
each side of Comparison. When the brain is developed 
at this point it gives distance from the ear to corners 
of the forehead. See Fig. 45. 

Function. — Causality gives the perception of the re- 
lation of cause to effect. It so constitutes the mind 
that it can not conceive that any thing exists independ- 
ent of every thing else, but the conviction is irresistible 
that one thing depends upon another, thus we pass an- 



178 THE SCIENCE OF THE MIND 

other and so on to the first cause. The mind is so 
constituted that we regard a thing- as the effect of 
some cause, and also as a cause that will produce an 
effect. Causality then gives the idea of making an 
object the means for bringing about a desired end. 

In winter heat is desired. Man knows that fire will 
produce heat and that fuel will support fire. So by 
means of wood and fire he secures the effect, heat. 

Travelers in Africa tell us that if in the cool of the 
evening they build a fire, the monkeys will watch them 
from the tree tops. When the}^ retire the monkeys 
will come down and hover around the fire. Although 
fuel is plenty and they can put it on the fire as well as 
men, and though they have seen the men build up the 
fire when it got low, yet these monkeys will let the fire 
go out. Why do they not put wood on the fire and 
keep themselves warm all night ? The reason is evi- 
dent. They can not perceive that the fire depends upon 
the wood as a cause. They can go to the object and get 
what is desirable, but can not comprehend that by do- 
ing one thing, that is putting wood on the coals, they 
can secure that which they desire. A monkey is capa- 
ble of using a bow and arrow. He could use it in knock- 
ing down fruit which he can not reach. He can be 
taught to use it, but as soon as his master is not there 
to prompt him he will not use it. The bow is an object 
which he comprehends through his Perceptives. The 
bending of the bow and the flying of the arrow are 
events comprehended by Eventuality. But that there 
is any connection between the bending of the bow and 
flying of the arrow is beyond his comprehension. 

Man's superior intelligence over the animals is due 
mostly to the development of Comparison and Cau- 



APPLIED TO TEACHING. 179 

sality. By these faculties he apprehends unity in the 
many, and comprehends how a means may be em- 
ployed to secure a desired end. They enable him to 
create some thing- new from what already exists. By 
these he overcomes the severities of winter by shelter 
and fire. He makes the earth produce his food, the 
winds and steam to convey his burdens, the lightning 
to carry his messages and to be his sunshine. By 
these he not only makes the external world conform to 
his wishes, but he also looks in upon the machinery of 
his own being and sees that to secure happiness he 
must restrain some of his powers and strengthen others. 
He discovers the means and by their application he 
raises himself from barbarism to civilization, from 
weakness to power, from misery to felicity. The pos- 
sibilities of reason are almost unlimited. Every day 
it makes a new discovery which adds to human happi- 
ness. It makes man stronger than the elements. It 
makes him master of himself and he needs but to lay 
hold with the strong arm of reason and all things are 
under his feet. 



liSO THE SCIENCE OF THE MIND 



CHAPTER XIII. 

POWERS OP THE INTELLECT. 

The intellectual faculties do not usually act singly, 
but many of them act tog-ether, each giving the ideas 
peculiar to itself. Nor do they always act in the same 
way. As the emotions have different degrees of ac- 
tivity, as expressed by caution, fear, terror — activities 
of cautiousness ; and desire, love, passion — activities of 
any of the social propensities ; so the intellectual fac- 
ulties have different degrees of activity. In a treatise 
on the culture of the intellectual faculties it is better 
to give direction for cultivating the intellect in its sev- 
eral modes of activity. This is especially true as the 
strength and greatness of the intellect depends upon 
the perfection of these modes of action. As a person 
may have a g*ood character and all his actions conform 
to the requirements of the right, even if he have only 
enough of the aesthetic faculties to simply appreciate 
the beautiful, and not enough to originate new forms 
of beauty as the poet does ; so may one have sufficient 
of intellect to attend to his every-day duty and not 
enough to be superior in intelligence. He may have 
common-sense and be a man of good judgment in the 
affairs of life, but not be able to produce any work on 
literature or science. 

Laws of Activity. — There are three ways in which 
the intellectual faculties may be brought into activity. 



APPLIED TO TEACHING. 181 

First. — They may be excited by the presentation to 
the senses of the external objects which are suited to 
call them into activity. As when a new machine is 
brought to our notice. We note its size, form, color, 
what it can do, its history and the principles that 
underlie its operations. Every property of an object 
awakens the faculty of the intellect which takes cog- 
nizance of that property. And when any property 
does not awaken its mental faculty as, for example, 
color, we say the person is destitute of the fac- 
ulty. 

Second. — They may become active by the excitement 
of the brain from internal causes. In a person of an 
active temperament the brain is very susceptible, im- 
pressions are easily made upon it and its actions are 
intense and continued. The blood is - supplied in 
abundance, the brain acts involuntarily and without 
external cause. Each faculty produces the ideas pecu- 
liar to itself. The musician experiences melodies when 
he makes no effort to call them up. If the Perceptives 
be thus excited landscapes appear filled with all objects 
of which the excited faculties take cognizance. If at 
the same time some of the feelings are active, these air 
castles are filled with those things which are dear. It 
is this kind of activity which causes the inspiration of 
the poet. If this activity takes place during sleep we 
call it a dream. Dreams are often as vivid as the real, 
so also are the day dreams of the poet. A new world 
appears to him and he only writes what he sees therein. 
By fasting and causing the mind to dwell upon the 
mysterious and awful, one may bring about such an 
abnormal activity of the faculties, being ignorant 
of the causes, that these " Visions " seem as real as 



182 THE SCIENCE OF THE MIND 

life, and the person believes this to be the work of super- 
natural forces. 

Third. — The intellectual faculties may be made 
active by an effort of the will. As when we undertake 
the solution of a problem. We can by an effort of the 
will make the faculties produce a landscape, trace out 
a line of causation, or do any thing- of which the intel- 
lect is capable. 

Perception. — When the intellectual faculties are 
called into activity by the first method, that is, by the 
presentation of an object suited to excite them and the 
mind takes cognizance of its qualities, it is said to per- 
ceive them. If a quality creates no idea in the mind, 
the faculty which takes cognizance of that quality is 
said not to perceive. If, for example, the property of 
color never creates an idea, the person is destitute of 
that faculty. 

Perception is the lowest degree of activity of the in- 
tellectual faculties. It is the simplest act that they 
can perform. All the intellectual faculties have the 
power of perception. 

When a person apprehends harmony in sound, the 
faculty of Time perceives. When the steps of an argu- 
ment are logically and distinctly stated, and the hearer 
sees the necessity of the conclusion, he perceives the 
relation of cause to effect. If he can not apprehend the 
relation of the steps, nor the necessity of the conclu- 
sion, he does not perceive. Persons with small frontal 
lobes and an inferior temperament, or even a large 
frontal lobe and a brain of poor quality, are never able 
to manifest a higher degree of mental activity than 
perception. They understand ordinarily well the 
things which are presented to their minds, but 11 icy 



APPLIED TO TEACHING. 183 

never arrive at truth by the creative energy of the in- 
tellect. They possess no originality. They mark out 
no paths for themselves, but walk in those that others 
have made. 

Perception is also the first made in which the intel- 
lect manifests itself. The child is attracted by objects 
which have marked peculiarities in form, color, etc. 
The early part of its life is occupied entirely by the 
study of objects. It never removes the quality from 
the object and makes it a subject of thought. It can 
say, " This rose is more beautiful than that one;" but 
it never says, " The beauty of a rose is greater than 
the beauty of a lily." So it says," I love you, mamma," 
and never, " I have much love for you mamma." The 
power to abstract qualities from an object and to make 
mental states subjects of thought comes later in 
childhood. 

Perception being a power of each faculty, it follows 
that the perceptive power of each faculty differs from 
that of another as the strength of the faculties differ. 
One may have g'ood perception of number and poor 
perception of harmony. Or, he may have good percep- 
tion of all properties and relations except that of cause 
and effect. 

Conception . — Conception is a different mode of ac- 
tion and also a higher degree of activity than Percep- 
tion. The mind in the act of Conception does not re- 
quire the presence to the senses of external objects, 
but it is active from internal causes. If we look upon 
an animal and call it a leopard we perceive, but if upon 
the mention of the name, we form a correct mental 
picture of it we conceive. If a person has strong and 
active Tune he is able to conceive harmonies when no 



184 THE SCIENCE OP THE MIND 

instruments is sounded. Causality in the act of per- 
ception takes cognizance of causation when objects and 
results are present to the senses, but in the act of con- 
ception it forms arguments that are the results of the 
intellect's creative energy. The fact that force could be 
transmitted through an electrified wire was a percept, 
but Morse's idea of utilizing that force to transmit in- 
telligence and the adjustment of means so that this 
could be done, was a concept. Perception is the ap- 
prehension of things, qualities and relations that are 
present to the senses; Conception is the apprehen- 
sion of things, qualities and relations, not present 
to the senses. Perception has to do with external 
objects ; Conception has to do with ideas derived 
from material things, that is, with the " disembodied 
spirits of material things." 

Conception is a higher degree of intellectual activity 
than Perception. A man of a moderate degree of 
intelligence and training can write a common-place 
history, for this requires little more than good percep- 
tion and memory. But only an intellect of great 
vivacity and conceptive power can produce a history 
like Dicken's " David Copperfield." It required creative 
energy to write the latter. 

Conception depends very largely upon training, and 
it is the object of higher education to develop this 
power. But a high degree of Conception depends 
mostly upon the original constitution. A high degree 
of Conception is genius. A small frontal lobe and a 
sluggish, inferior, temperament never exhibits genius. 
A good-sized brain and a superior temperament are 
the conditions which accompany this creative energy. 
Such a constitution does not plod along with material 



APPLIED TO TEACHING. 185 

things, but new ideas spring spontaneously into 
existence. In the poet a new world of beauty and 
love is created. 

"And as imagination bodies forth 
The forms of things unknown, the poet's pen. 
Turns them to shape and gives to airy nothingness. 
A local habitation and a name. " 

Imagination. — Imagination is the highest degree of 
activity of the mind. What passion is to the feelings 
Imagination is to the intellect. It does not differ from 
conception except in vividness. When we look upon 
Naples and get a correct idea of the city, we perceive ; 
when we form a mental picture of a _ city on the 
sea-shore, we conceive ; and when this picture has 
unusual vividness, it is called Imagination. Conception 
adheres more closely to the truth, while Imagination 
forms unusual, beautiful, awful or fantastical pictures. 

The poet, the artist, and the orator are said to exer- 
cise Imagination. 

Abstraction. — Abstraction is one of the elements of 
Conception. It consists in individualizing a quality, 
and considering it apart from the thing to which it 
belongs. In the sentence, " Red roses are beautiful 
flowers," all the ideas are concrete. The things 
spoken of have a physical existence. But when we 
say " Redness is an element of beauty." " Redness " 
and " beauty," are qualities considered apart from any 
object and have no existence except in the world of 
thought. They are creatures of the mental faculties. 
Abstraction results from the action of Individuality 
and some of the other faculties. The faculty of color 
gives the idea. Individuality apprehends this idea as 



186 THE SCIENCE OF THE MIND 

having- an individual existence, and can then be made 
the subject of thought. Wisdom, indecision, melan- 
choly, are all the properties of objects, but through 
the power of abstraction they themselves became 
objects that can be studied. Abstraction peoples the 
mental world with things as real to the mind as the 
objects of the physical world are real to the senses. 

Generalization. — Generalization is an element of 
Conception. It results from the activity of several of 
the intellectual faculties, combined with Individuality 
and Comparison. 

By the power of Abstraction an object is examined, 
its qualities are made objects of study. Comparison 
contrasts one with the other and notes their points of 
likeness and difference. Then, by another act of In- 
dividuality, conceives those that are alike to be a 
distinct individuality forming a class. This is forming' 
a general notion from particular ones. These classes 
are then compared, and those that have like attributes 
are placed by Comparison and Individuality into a 
separate class, and so the formation of classes goes on 
until the most general notion is formed. Thus, in the 
study of the noun, we find that it expresses whatever 
the object is, of the male or female, neither male nor 
female, or no sex. These facts are gathered by In- 
dividuality and other perceptives. Comparison appre- 
hends their likeness and Individuality forms a new 
notion and calls it Gender. In like manner the other 
properties Person, Number and Case are discovered. 
These notions are again combined into one and called 
Properties. A further examination shows that nouns 
differ as to meaning, this leads to the new notion of 
Classes. Then a combination of Classes and Properties 



APPLIED TO TEACHING. 187 

leads to a more general notion still, and this is called 
the noun. This process of examination, comparison 
and individualization is called Generalization. 

Synthesis. — This method of beginning- with the par- 
ticulars and forming more general notions, combining 
the general notions into one more general, is called 
Synthesis. The synthetic method of Generalization is 
that which is employed by the young mind. It is in 
this way that children get their first ideas and knowl- 
edge. 

Analysis. — Beginning with the general notion, and 
separating it into classes and properties until we get 
to the particulars, is called Analysis. But before this 
method can be employed the mind must have formed 
at least an imperfect general notion. The Analytic 
is therefore the method employed by matured minds. 
By the analytic method of investigation, we get 
a more thorough and exhaustive knowledge of our 
subject. Therefore a study should be begun by the 
Synthetic method, but should be completed by the 
Analytic. 

Concept Defined. — A concept is a mental picture 
formed by the creative energy of the intellect. If a 
word be mentioned which calls up in the mind no idea, 
we form no concept. If a word like man or wisdom 
be uttered, the mental picture of the former, and the 
well-defined notion of the latter is a concept. 

Kinds of Concepts. — An examination of concepts 
will show that they are of several kinds. As to nature 
they are concrete and abstract. As to structure they 
are particular and general. 

Concrete. — The mental picture of material object, 
such as book, tree, is a concrete concept. 



188 THE SCIENCE OP THE MIND 

Abstract.— The notion that is formed of a quality 
taken apart from any object, as whiteness or the con- 
cept of a thing- which exists only in the mind as 
science, truth, are abstract concepts. 

Particular.— -The apprehension of the individuals 
that go to make up a general notion is a particular 
concept. Eagle, lion, are examples. 

General. — A general concept is one that is repre- 
sented by a name which includes in it all the individ- 
uals, classes and classes of classes, as animal, fishes, 
etc. 

General concepts are the most difficult for the mind 
to form clearly, distinctly and adequately. The 
abstract particular, and particular abstract are 
formed by the minds of children six years old. But 
general concepts are formed only by maturer intellect. 
At first they are formed imperfectly, but by analysis 
and synthesis they are so clearly and adequately 
formed that by the use of a single word volumes are 
suggested. How much there is in the word mind! 
Only those who have come up to the meaning by syn- 
thesis and tested their knowledge by analysis are able 
to form a conception of it. A very large part of in- 
tellectual culture consists in training" the mind to form 
general concepts. Therefore a careful analysis of the 
processes involved in forming clear, distinct and ade- 
quate general concepts, must be given. 

Division. — Separating a general concept into classes, 
these classes into sub-classes, these sub-classes into 
individuals, is called Division. Take for example the 
verb. By comparing many verbs we find that they can 
be divided according to nature into active and substan- 
tive verbs. The active verbs can be divided into trail- 



APPLIED TO TEACHING. 189 

sitive and intransitive. Then we reach the individual 
or particular concept. The substantive can be divided 
into copulative, auxiliary and independent. As to form, 
verbs may be divided into regular and irregular. 
Classification is a most important factor in science and 
in all knowledge. Knowledge unclassified is almost 
useless. This fact should be borne in mind by the 
teacher. 

Description. — When we have separated the general 
concept into its classes we next proceed to discover 
the peculiarities of each. Then we learn the properties 
of the individuals, this we call Description. In the 
verb we discover the properties of voice, mood, tense, 
person and number. By division and description we 
get a fair knowledge of the truth concerning any sub- 
ject we are investigating. But to make our concepts 
both general and particular, more clear and distinct, 
we must describe the boundaries of each ; show how 
the concept under consideration is connected with the 
general concept of which it forms a part, and separate 
it from other concepts of equal rank. This process is 
called 

Definition. — Definition may be defined as giving 
the boundaries of an idea or concept. In a logical 
division of words or Parts of Speech we have this out- 
line: 

I. Parts of Speech. 
I 1 . Noun. 
2 1 . Verb. 

P. Classes. 
I 3 . Active. 

I 4 . Sub-classes. 
I 5 . Transitive. 



190 THE SCIENCE OF THE MIND 

To give a good definition of verb we will have to 
show how it is connected with the more general con- 
cept, " Part of Speech," then we will have to show how 
it differs from its co-ordinate "Noun." Verb then 
would be defined, as that part of speech which ex- 
presses action or being. Noun would be defined, as 
that part of speech which represent an object or an 
object of thought. Transitive would be defined, as 
that sub-class the active verb, which represents the 
action as passing to an object. 

It is by the processes of Division, Description and 
Definition that a concept is fully developed. These 
processes give comprehensiveness, thoroughness and 
accuracy to our knowledge. When our knowledge is 
thus classified, analyzed and defined, each fact resem- 
bles a volume in a well-arranged and indexed library. 
It is always at hand. We may have learned a million 
facts, but unless they are classified, analyzed and 
defined, they resemble so many books thrown together 
in a heap. 

Memory.— Memory is the power of the intellectual 
faculties to retain and to recall impressions which they 
received. These impressions must be accompanied 
with the conciousness that they have previously 
existed. Memory is not a distinct faculty of the mind, 
but is only a mode of action of every intellectual 
faculty. Each faculty has its own memory, so 
persons may have a good memory of one thing and a 
poor one of others, depending on the strength of the 
faculties. 

Memory differs from Conception only in this, that it 
revives impressions that existed previously, while 
Conception form new impressions. Memory is of less 



APPLIED TO TEACHING. 191 

importance in education than is usually supposed. 
Clear, distinct and forcible concepts and percepts are 
of greatest importance. When these are formed we 
say that some thing* has been well-learned and is 
thoroughly understood; and when this is the case 
there is no difficulty in remembering. It is only feeble 
and indistinct impressions that are easily forgotten. 

The more attention there is paid to percepts and 
concepts and the less to memory, the better will be the 
progress of the student. The decay of memory is 
always accompanied by the decay of all intellectual 
power ; though the failing memory is the most notica- 
ble. Age does not impair the memor}^ of early life. 
It is later impressions which are forgotten and this is 
so because at the time the brain was not in a condition 
to receive strong impressions. 

Reason. — Reasoning is a power of the Intellect. It 
results from the action principally of Causality and 
Comparison, though all the intellectual faculties are 
engaged in the process to a greater or less extent. 
Reasoning is defined by Dr. Brookes as, " The process 
of comparing two objects of thought through their 
relation to a third." "Thus," he continues, "sup- 
pose I wish to compare the two objects, A and B, and 
see no relation between these two objects ; but per- 
ceived a relation between each of them and a third 
object, C ; I can then infer a relation between A and B 
which I did not immediately see. That is, if A equals 
C, and B equals C, I can infer that A equals B. Such 
an inference is a process of reasoning." 

In every form of reasoning there will be found two 
steps, and the relation between them is apparent ; but 
the third step is revealed only by a clear comprehen- 



192 THE SCIENCE OP THE MIND 

sion of the relation between the first two. Take the 
syllogism : 

All men are mortal. 

Socrates is a man. 

Hence, Socrates is mortal. 

The first two statements are facts that have been 
gained by the Perceptives, but the third comes to the 
mind by comparing- the statements, " All men are 
mortal," "Socrates is a man," " Socrates is mortal," 
is a necessary conviction arising- from the action of 
the faculty of comparison. This kind of reasoning 
seems to be nothing more than analysis. An analysis 
of the concept man, shows that it is made up of indi- 
vidual concepts. Each individual has the attribute of 
mortality. We recognize Socrates as one of the indi- 
viduals of the complex concept, man. 

In the syllogism : 

A=C, B=C, hence A=T>. We have the relation of 
quantity, size or value. In the syllogism : All men 
are mortal, Socrates is a man, hence Socrates is mor- 
tal : we have the relation of attribute. In reasoning 
from cause to effect the process is the same, and the 
idea of cause and effect enters into it instead, as in the 
first quantity and in the second quality. 

Electricity causes sound to be transmitted through 
a wire. 

The human voice is sound. 

Hence, electricity will cause the human voice to be 
transmitted through a wire. 

The faculty of causality gives the idea of cause and 
effect ; but Comparison is the principal faculty in 
reasoning. So if a man have good perceptives and 
Comparison he will be a good mathematician, for in 



APPLIED TO TEACHING. 193 

mathematical reasoning- quantity, is the object of 
thought. But if he be deficient in Causality he will be 
but an indifferent reasoner m questions that embrace 
cause and effect. The inventor and the philosopher 
must have a large degree of Causality with the other 
intellectual faculties. 

In the application of means to secure an end, the 
reasoning deals with cause and effect, and is just the 
same as it is in a syllogism. In the last syllogism 
given we have the reasoning which gave the idea of 
the telephone ; but before the human voice could be 
transmitted through the wire, certain means had to 
be employed ; for speaking at one end of the wire will 
have no effect. It was next discovered that the 
vibrations of a metallic plate can be transmitted 
through the charged wire, and that the plate vibrated 
in unison with the human voice. Thus the idea of the 
telephone was complete. 

Kinds of Reasoning. — There are two kinds of 
re; i soiling-, depending upon the manner in which the 
truth is arrived at. 

Deductive Reasoning. — Deductive reasoning is the 
analytic method. It proceeds from the general to 
the particular. It begins with the law and arrives at 
the facts which prove the law. Thus the general truth 
or law that heat expands all metals is assumed and 
we infer that iron, a particular metal, is also expanded 
by heat. Putting in the form of a syllogism we have : 

All metals are expanded by heat. 

Iron is a metal. 

Hence, iron is expanded by heat. 

Inductive Reasoning. — Inductive reasoning is the 
process of deriving a general truth or law from partic- 



194 THE SCIENCE OF THE MIND 

ular facts. By observation we discover that heat will 
expand iron, lead, gold, etc., and believing- in the 
uniformity of nature we infer that all metals are 
expanded by heat. Thus it is seen that we pass from 
the particular to the general. The syllogistic state- 
ment is : 

Iron, lead, etc., are expanded by heat. 

Iron, lead, etc., are all metals. 

Hence, all metals are expanded by heat. 

It will be observed that the two methods are the 
reverse of each other. One is analytic, the other is 
synthetic. Both may be applied to the same kind of 
truth ; but each is better adapted to a particular kind. 
Truths may be divided into necessary and contingent 
truths. A necessary truth is one of which the oppo- 
site cannot be conceived. "All right angles are 
equal," " A straight line is the shortest distance 
between two points," are necessary truths. "Heat 
expands all metals," "All men are capable of intel- 
lectual improvement," are contingent truths. That 
there should be a man incapable of intellectual im- 
provement involves no absurdity ; but that a straight 
line is not the shortest distance between two points 
does involve an absurdity. 

Mathematical truths are necessary, and the deduc- 
tive method is best adapted to that kind of truth. 
The proof of a necessary truth is called a demonstration, 
and the reasoning is called demonstrative reasoning. 

Truths in natural science are contingent, and the 
Inductive method is best adapted to such truths. The 
reasoning is called probable reasoning. 

Hypothesis and Theory. — In the investigation of 
natural science the first steps are taken according to 



APPLIED TO TEACHING. 195 

the Inductive method. That is, a certain number of 
facts are observed without any reference to a general 
law. As, for example, the philosopher observed sev- 
eral facts in regard to the earth, taking- these facts as 
the basis, he inferred that the earth is a globe. Now 
he had no means of knowing absolutely that his infer- 
ence were true. But he assumed it to be true and 
sought for all the evidence to establish it. This sup- 
position of the rotundity of the earth is an hypothesis. 
Now if all the facts are in accord with the hypothesis, 
it is said to be verified and is then called a Theory. 

Kant conceived that the earth was once a vapor or 
nebula, that gradually collected and cooled, and after 
long ages the earth attained its present form. This 
was called the Nebular Hypothesis. All the facts of 
Astronomy, Geology, Geography and History are in 
such perfect accord with this supposition, that it may 
be said to be verified and should now be called a 
Theory. 

Hypotheses are shortcuts to great truths. Though 
they are false, they yet open the way and lead to 
the true hypothesis. The path of science is strewn 
with discarded hypotheses. But each stimulated in- 
vestigation and served a useful purpose. 



THEORY OF EDUCATION. 



THE SCIENCE OF THE MIND. 199 



CHAPTER XIV. 

THE THEORY OP EDUCATION. 

Source. — The correct theory of education must 
evidently be obtained from a knowledge of the nature 
of man, the constitution of his mind. In Part I. we 
have studied the mind, its faculties and their relation 
to the external world and to conduct. It remains for 
us now to determine the purpose of man's- being-, what 
is necessary to secure that purpose, and in what way 
this purpose may be secured. To get a better idea of 
the mental nature of man we will compare it with that 
of the lower animals. 

Mental Nature of the Lower Animals. — The line 
dividing- animal from vetetable life has not yet been 
definitely settled. And although there is a great simi- 
larity between the higher animals and man, yet the 
difference is vast. But it is apparent to every thought- 
ful person that as we pass from the lowest to the high- 
est forms of life there is a gradual increase in the com- 
plexity of organization, and a constant increase of 
activity, from the simple and only power to assimilate 
food to that reason that masters nature, and that 
power of feeling that allies man to God. As we pass 
up the scale of animal life we find more complex 
structures. Here we find the rudiments of a nervous 
system, and the power of sensation and motion. 
These powers are accompanied with the mental desire 



200 THE SCIENCE OF THE MIND 

for agreeable sensation and exercise. Going- a little 
higher we find a more complex nervous system, and 
greater power of sensation and motion. A little higher 
up we find considerable intelligence manifested in self- 
preservation. 

Above these we find animals that are capable of 
providing homes. They love their young and live in 
communities, and often work together for mutual 
good. The highest animals have a nervous system 
almost as complex as that of man, their physical 
powers are in many cases superior, and their intelli- 
gence so great that we can not deny them a degree of 
reason. 

In some of the feelings, and even in intellect, animals 
and man approach each other very closely. Yet there 
is a vast difference between them. Animals have the 
Self-relative faculties : the Domestic Propensities, the 
Governing faculties, the Perceptives ; but if they 
have the conforming, the iEsthetical and Reflect ives, 
these are in a very inferior degree of development. 

Being deprived of the conforming faculties and 
reason, their nature is practically a unit. All their 
desires have but one end in view and that is, the 
gratification of self. The animals are creatures 
of impulse, and their impulses are always in the 
same direction. This is not strictly true; for 
the impulses that move them to actions sometimes 
conflict, yet it is so rare that practically their nature 
is a unit, and the highest good to the animal lies in 
following its impulses until satisfaction results. No 
thought is necessary ; for there is but one way, and 
that is to follow the impulse. In a state of nature the 
instincts of animals are risrht, and it were useless if it 



APPLIED TO TEACHING. 201 

were possible, to teach them what to do. So animals 
are as they should be. They can not be better fitted 
to secure the end of their being-. The animal is in per- 
fect harmony with itself and the external world. The 
lion kills the helpless lamb, licks his jaws with satis- 
faction, lies down and sleeps the sleep of the innocent. 
Should he awake and manifest remorse because of the 
deed, we would declare him a most unhappy creature, 
being- thus .driven by an impulse to do a thing, and 
then tortured by another impulse equally irresistible. 
There is no conflict in the mental nature of the 
animals, their impulses or instincts are right, and the 
highest good to the animal comes through following 
this instinct. There is no need for a change, no need 
for education. 

The Mental Nature of Man.— Man has all the im- 
pulses or instincts to action which the animals have ; 
but he has beside these the conforming or moral 
faculties. These interest him in his fellows, and cause 
him to desire to do some thing for them, and this desire 
is often in direct opposition to another desire to do 
some thing for self. To-day man desires an object for 
self-gratification ; he follows the impulse ; to-morrow 
his conscience smites him for the act. His Benevolence 
prompts him to a deed of charity ; his Acquisitiveness 
suffers ; for this deed has cost a loss of property. His 
Self-esteem prompts to words of pride ; Veneration 
condemns these, and prompts to humility. The 
appetites prompt to sensuality ; the ^Esthetical faculties 
defeat these desires and turn them into another course. 

Man's mental nature seems to be dual, having im- 
pulses that prompt to opposite courses of conduct. 
There is a constant conflict in the very sourc of actione 



202 THE SCIENCE OF THE MIND 

that so confuses him that he has no rule of conduct, 
and is as likely to do himself harm as good. In a pure 
state of nature he is a most unhappy creature. There is 
no harmony in his instincts, and he has reason enough 
only to make him superstitious and cowardly. He 
is thus the victim of mental and physicial weakness. 
Living- for centuries in this state of doubt and dark- 
ness, gradually by bitter experience he learns a few 
principles of conduct ; these lead to others, and after 
ages of suffering, he is able to control his impulses in 
a way that will bring him the most happiness. He 
learns to master himself, and the elements about him, 
and thus brings himself into harmony with himself 
and with the external world, and then we call him 
civilized. We see then that man in a state of nat- 
ure is not what he should be, but that there must a 
great change be wrought in his mental nature in order 
that he may realize the purpose of his being. There 
is need for education. 

The Harmonizer of Man's Nature. — The animals 
require little intellect ; for they are adapted to the 
external world, and their instincts are unerring guides 
to conduct. But men without the reflective intellect 
would not be adapted to all parts of the world in which 
he must live. He is not even able to get his food un- 
aided by reason. He can not defend himself against 
the wild beasts unless he can command a greater 
physicial force than that furnished him by nature. He 
can not live in all climates in a state of nature. In the 
north he must protect himself against the cold ; in the 
south against the heat. He can not follow his instincts, 
for they conflict and prompt to opposite actions. 

Man has been endowed with a higher degree of the 



APPLIED TO TEACHING. 203 

perceptive intellect. By means of these faculties he is 
able to observe the objects about him, can know their 
properties, and their relations to each other and to 
himself. In memory he can keep his knowledge for 
future use. He has been endowed with the Reflective 
intellect, by means of which he can look in upon the 
operation of his own faculties, compare impressions ob- 
tained, and arrive at general truths. By these he 
comprehends the relation of cause to effect. Then if 
he desires a certain result he may apply the cause and 
create what he desires. By the co-operation of all his 
intellectual faculties he is able to know himself as he 
is. Through intelligence man is able to know the 
properties of all things, and their relation to one 
another, their effect upon each other. Furthermore 
he is able to apply these relations and forces in such a 
way as to produce any result which to him seems de- 
sirable. By his knowledge and the manipulation of 
the forces inherent in things, he is all-powerful almost 
in his sphere of action. 

A knowledge of things as they are is truth. The 
animal needs only to follow impulse and all is well with 
him, but man must first get at the truth, and then fol- 
low the impulse which is in harmony with the true. 
When man has the truth then he can direct his conduct 
in such a way as is most beneficial to himself, and 
also to those to whom he is related ; that is, he can 
act in a way that is in harmony with the whole nature 
and with external nature also. If he does not have 
the truth he is likely to act in a way to injure himself. 
When he has a wrong conception of things, he may 
act so that his well-intended acts result disastrously. 
When he possesses the whole truth he can direct his 



204 THE SCIENCE OF THE MIND 

conduct with as much assurance of gaining- that which 
is for his highest good as can the animal by following 
its instincts. 

Man can not rely upon his instinct alone, he must 
rely upon the truth. It is the light to his path, and 
the unerring guide to his happiness. The intellect 
makes it possible for man to know the truth, and thus 
becomes the harmonizer of his conflicting nature. It 
consists of those powers which make him master of 
the forces of nature, and if these do not work to his 
advantage, he compels them to do so. By the power of 
the intellect he makes the winds, electricity, the ocean, 
gravitation, and every substance and force do his bid- 
ding. It enables him to know his own powers, and by 
all this truth he is able to bring all forces to bear upon 
himself, and so make himself stronger, better and hap- 
pier. Thought and experience are the parents of 
truth. They have taught man when and under what 
circumstances it is the best to indulge and when to re- 
strain certain impulses. They have taught him that 
honesty is the best policy, that to love his neighbor as 
himself is productive of most good. Profiting by his 
thought and experience he has raised himself from the 
darkness of savag'e life to the light of civilization. As 
a civilized man he can adapt himself to all conditions 
imposed upon him by his surroundings and by his own 
constitution. By means of the truth he has found the 
way that leads him to his highest happiness and well- 
being, and this way he calls the Right. 

The Eight. — Fitness is at the foundation of the right. 
That which is in harmony with every thing else that 
has fitness is right. We may strike several notes on 
an instrument. These notes are in harmony with each 



APPLIED TO TEACHING. 205 

other — that is, they have fitness. If we strike another 
note and it too harmonizes, it too has fitness, and is 
therefore right. But if we strike one that does not 
harmonize we destroy the fitness of these tones, and 
this is analogous to wrong". Every man holds a cer- 
tain relation to every other man. Now if each man is 
in a state of fitness himself, and each acts in such a 
way as to harmonize with himself and with his neigh- 
bor, he does the fitting thing, or he does the right. 
Right between man and man is then an act which ac- 
cords with the well-being of all. The right secures 
benefit to some and injury to none. 

Man has many desires, and a certain way of gratify- 
ing one desire gives pain to another. It therefore 
becomes necessary for him to determine how he may 
gratify the one without injury to another. His acts 
must be such as are fitting to his own nature when it 
is in the most fitting condition. It is in the most fit- 
ting condition when the superior faculities hold the 
supremacy, and the intellect is enlightened with the 
truth. 

Man holds a certain relation to his Creator, and he 
does the right when he is in a state of fitness to that 
relation. An act or a course of conduct is right when 
it results in man's highest good, and wrong when it 
works injury to self or to others. Right is the straight 
and narrow way that leads to life — that is, happy 
existence. Wrong is the broad road that leads to 
death. To do the right requires effort and knowledge 
of the truth, but to do the wrong requires neither. 

What Man Must Do. — Man must, therefore, not 
follow his impulses, but obtain the truth and by its 
light he must endeavor to do the right. Any other 



206 THE SCIENCE OP THE MIND 

course is destructive of his happiness and well-being. 
To do the right requires two things : 

First. He must have an extensive knowledge of 
the truth about himself, and all those things with 
which he comes in contact. This knowledge prevents 
his doing wrong from ignorance. 

Second. All his impulses must be brought under 
such control that they will always be subservient to 
enlightened intellect and will. The higher motives, 
such as conscience, kindness, faith, hope, sympathy, 
and purity, must be so strong as to have a controlling 
influence in the mind, and thus direct the will toward 
the right ; and being thus fortified by truth and con- 
trolled by superior motives, the lower impulses are 
made to be servants and man is almost certain to do 
the right. 

The Ideal Man. — As we have seen, man in a state of 
nature, although superior to the animals in capability, 
is inferior to them in the inability to realize all the 
possibilities of his nature. It requires only a few 
years for most animals to reach the perfection of which 
they are capable. The men who have in this day of 
enlightment reached the highest degree of culture are 
inferior to those who are to come after them. The 
ideal man is he who has reached the full and harmoni- 
ous development of his physical and mental natures. 
The possibilities of their development become great- 
er as knowledge of the truth becomes more com- 
plete. The best man is he whose physical nature is 
strong and in good health, whose intellect is vigorous 
and enlightened with an extensive knowledge of the 
truth, whose impulses are strong and under such con- 
trol of the will that at all times he does the right. He 



APPLIED TO TEACHING. 207 

who can thus control himself and the powers of nature 
is in a state of freedom. It is this freedom that most 
distinguishes the ideal man from the savage. 

The Purpose of Man's Being. — All things that 
have life seem to strive to become perfect. The acorn 
strives to become a perfect oak. The cub strives to 
become a perfect lion. Man is not an exception to this 
law. He too should strive to become a perfect man. 
But as we have seen, mind is by far the greater part 
of the man. So while he should strive to become per- 
fect in body he should strive far more to become 
perfect in his mental nature. The perfection of his 
mental nature is secured when he can use all his facul- 
ties to the full extent of their power, and can obey 
habitually the dictates of conscience and reason — 
when he has gained that rational freedom that distin- 
guishes the ideal man from the savage. 

Happiness is the incentive that leads him to desire 
his freedom ; for it is only then that he can exert all 
his power with greatest ease and realize that happi- 
ness for which he seeks. 

Education. — The process of obtaining the free, pow- 
erful, and right use of every faculty of the mind is 
called education. It is the process of obtaining 
rational freedom. Education consists of two proces- 
ses : 

Instruction. — The first process is instruction. This 
consists in presenting to the mind the opportunity to 
obtain truth. Instruction may be given orally, in 
books, or in any other way that one mind aids or 
influences another to obtain knowledge. 

Training. — The second process is training. ' This 
consists in liberating' the intellect by appropriate exer- 



208 THE SCIENCE OF THE MIND 

cise, so that it may act freely and vigorously. Train- 
ing 1 also includes the subjection of the lower impulses 
to the higher ones and to reason, so that conduct may 
be right. 

A Process of Liberation. — Vegetation differs from 
inorganic matter in this, that vegetation has the 
power of vital action. Plants absorb inorganic matter 
and transform it into tissue. They have the power to 
grow. Animals differ from plants in possessing more 
activities. The higher animals differ from the lower 
in having more bodily and mental activities. Man 
differs from the higher animals in that he has greater 
bodily, intellectual and moral activities. He has 
reasoning, moral and assthetical faculties. The im- 
provement of any object possessing life, consists in 
liberating its activities, so that they may act vigor- 
ously. The wild apple possesses the power to store up 
in its fruit certain ingredients which are good for food. 
The cultivation of the apple has in view the full 
development of these powers. The muscles of the 
arm and hand are capable of a wonderful variety 
and rapidity of movements. The student of music 
seeks to set free these muscles, that they may mani- 
fest their full power. The intellectual faculties are at 
first incapable of manifesting their entire power. The 
mental operations of the beginner remind one very 
forcibly of the unskilled performer on an instrument. 
By appropriate exercise the faculties are set at liberty. 
So with the moral forces, they must be liberated by 
exercise and training that they may act to the full ex- 
tent of their power. 

The brain of a child is like the egg : it contains only 
the elementary powers. When the egg is placed in the 



APPLIED TO TEACHING. 209 

proper conditions, these forces begin to become per- 
fected and the bird is formed in miniature. It breaks 
the shell, gets the use of its legs, then of its wings, 
and by a few days of exercise it is a completely 
finished bird, and can use all its powers to their great- 
est capacity. So the brain of the child contains all 
the powers of the man ; but these powers are confined 
and under restraint. By exercise in the school or by 
contact with the world, these powers are liberated. 
The completely developed or educated man, with one 
sweep of the imagination comprehends the world, 
and with the strong arm of reason he masters the 
forces of all nature. Newton, Luther and Columbus 
were endowed by nature with great powers of mind, 
and they possessed these powers as children. Had the 
circumstances in which they were placed not been such 
as to set the powers at liberty, they would never have 
shown them. The man is nothing more than an 
enlargement of the boy with his faculties set free. 
Education then is a process of liberation. 

A Directing Process.— The mind is made up of many 
faculties, and there must be a difference in their rank. 
Some are adapted to be servants, and others to be mas- 
ters of the will. Each feeling or motive has its sphere 
of activity, and in that sphere it produces good ; out 
of that sphere it produces evil. Were a man adapted 
to life in solitude he might gratify his love of gain to 
any extent ; but being a social being, he may gratify 
it only so far and in such a way that it does not inter- 
fere with the rights of his neighbor. It is evident that 
the selfish propensities are inferior to the moral senti- 
ments, and where they interfere with the proper activity 
of the moral feelings, they must give way, and allow 



210 THE SCIENCE OF THE MIND 

kindness and justice to prevail. The intellect 
enlightened with the truth furnishes that knowledge 
which is necessary to show the good or evil of a certain 
course of conduct. The higher motives incline the 
will toward the good in preference to the evil, and 
therefore the intellect and moral sentiments should 
hold the supremacy in conduct. The educator must, 
therefore, seek to so direct the mind as to establish 
this supremacy. Education then consists in (1) furnish- 
ing a knowledge of the truth, (2) of liberating the 
mental faculties, (3) of directing and training the will 
to do the right. 

Man a Social Being. — Man is endowed with social 
feeling which attach him to his fellows, and make his 
happiness and well-being largely dependent upon them. 
Races deficient in the domestic feelings are slow to be- 
come civilized. When men co-operate in their work 
their intellectual and moral faculties are called into 
activity, and knowledge and virtue are increased. The 
gratification of his domestic nature, from which arise 
the family and the home, adds greatly to his happi- 
ness. This domestic nature demands, that if man 
would reach perfection and complete happiness, he 
must love his fellows and be loved by them in return. 
This compels him to surrender his independence, and 
requires him to regulate his conduct in such a way as 
to adapt himself to the requirements of his social 
nature. His desire for the companionship, co-opera- 
tion and love of others puts him under obligations 
which must be met. One of the great problems of life 
is, how to regulate our conduct toward others. 

As his education is to fit him for the discharge of 
Ins duties, it is important that his education should 



APPLIED TO TEACHING. 211 

be conducted under the most advantageous circum- 
stances. 

The Place for Education. — Since conduct forms so 
great a part of life and of education. Education can 
be best promoted where the pupils are in those circum- 
stances to which education seeks to adapt them. In 
the company of their fellows, children will daily learn 
the lesson of rig'ht feeling and conduct toward others. 
The school should be a miniature world, in which chil- 
dren are trained for the real world. The sexes should 
be educated together, for this is the normal condition of 
society and to separate them is to deprive them from 
the opportunity of preparing themselves to most prop- 
erly discharge their duties in life. 

Social Unions. — The social propensities attract 
individuals to each other and form unions that will 
best secure the gratification of those propensities. 
Each of these unions constitutes a sphere of activity 
which each individual should be prepared to enter, and 
be fitted to fulfill its requirements. So each social in- 
stitution becomes a place of education where persons 
can be best prepared for its duties. 

The Family. — The family is a social union consist- 
ing of the parents and their children. The parents 
find in their love for each other and in their love for 
their children, the source of greatest good to them- 
selves. The children are here reared by those who 
possess for them the strongest of social ties. All their 
interests are cared for as they can be no where else. 
And in the home under the influence of unselfish love, 
their early education can be best secured. In the 
home too they can be best trained to love the pure and 
the good, and be grounded in those virtues that lie at 



212 THE SCIENCE OF THE MIND 

the foundation of noble manhood and sweet woman- 
hood. 

Home Education. — In the home children should be 
taught to speak their mother tongue correctly. They 
should be trained to respect superiors, to be kind to in- 
feriors, to allow equals the same privileges which they 
want for themselves, to exercise patience in difficulty, 
and to be obedient to rightful authority. They should 
be required to do these things from right motives, and 
continually, so that when they go into the world they 
will do them habitually. When they are old enough 
they should be required to do some useful work, that 
will require effort and self-reliance. If these things 
are not learned in youth, the boy or girl begins life at 
a great disadvantage. But the boy or girl who is re- 
spectful, kind, industrious and self-reliant is sure to 
succeed even if what is usually called education has 
been neglected. Such a home education is worth more 
than a college education without it. Such a boy has a 
better start in life than has the heir to a fortune who 
is destitute of this home education. 

When both boys and girls reach the age at which 
they can exercise judgment and when their curiosity 
begins to inquire into all mysteries, they should be 
taught by father and mother the truths about their 
own bodies and not be allowed to learn these things 
from lewd associates. But let the mother in the holy 
hour of communion with her daughter reveal to her 
the mysteries of life and fortify her young heart 
against evil, and impress upon her the sacredness of 
the mission that the Father of All has given to her. 
Then let her be reared to fit herself for the dis- 
charge of her sacred duty. 



APPLIED TO TEACHING. 213 

Society. — Society is a social union more general 
than the family. Its object is to secure the co-opera- 
tion of many individuals in those pursuits that are 
necessary to the well-being 1 of each individual. It is 
also the source of gratification to many of man's facul- 
ties which do not find opportunity in the family alone. 

To do one's part in Society he must be able to follow 
some useful occupation by means of which he can ren- 
der an equivalent for what he receives from others. 
He should also learn to conform willingly to those cus- 
toms and practices which are for the happiness and 
welfare of others. Should be able to do his part in the 
elevation and education of those less fortunate than 
himself. Should do his part in Church, State, and 
in every cause that tends to benefit his fellows, and 
should help to institute the reforms which the good of 
society requires. 

The State. — The State is a more extensive union 
than Society. If all men had a complete knowledge of 
the truth, and were at the same time disposed to do 
the right, universal good and happiness would pre- 
vail ; but none have a perfect knowledge of the truth, 
and many are not disposed to do the right from self- 
conformity, so it becomes necessary for the wisest in 
society to make known what is right, and compel con- 
formity to the right. For this purpose society has 
organized the State. The function of the State is to 
say what is right between man and man and between 
man and the institutions of society. And then to 
compel obedience to the laws which it makes. 

The ignorant and vicious are those who are most 
dangerous to society, and who commit crime. The 
State regards it the better policy to diminish the num- 



214 THE SCIENCE OF THE MIND 

ber of the ignorant and vicious by giving to the chil- 
dren a knowledge of the truth, and training them to 
habits of virtue. The State seeks to make good citi- 
zens, and for this purpose has organized the School. 

The Purpose of the School. — From what has 
already been said the purpose of the school will 
readily be inferred. In this division the purpose of 
the school and how to realize that purpose will be 
more extensively discussed. 

The purpose of the school is to secure that educa- 
tion which can not be so readily secured in the Family 
and in Society. The ends sought in the school are 
two : (1) The liberation of the intellect, or the reali- 
zation of the truth; (2) The adjustment of motives 
and actions to the requirements of man's nature, or 
the realization of right conduct. 



APPLIED TO TEACHING. 215 



CHAPTER XV. 

SCHOLARSHIP. 

Restraints on the Intellect. — The capability of the 
intellect to reach a high degree of efficiency and power 
depends primarily upon the original constitution, or 
on the size of the frontal lobe and the quality or tem- 
perament of the body. Yet the gigantic intellect of 
the philosopher was at one time as much restrained by 
nature as that of the mediocre. The brain, like the 
muscles, is not strong in childhood. It is by exercise 
that it becomes strong and obtains ease of action. 

So the intellect is confined by the weakness and im- 
maturity of youth. These restraints are overcome 
by time and exercise. 

There is another class of restraints that bind the 
intellect : the subtilty of thought, the shortness of 
man's vision in space, and the shortness of his experi- 
ence in time. Suppose that man could not give his 
ideas a permanent form in words, he could make very 
little progress in knowledge, because he could receive 
little from others, and his own ideas would be vague 
to him. But by coining his ideas into words they 
assume a definite and permanent form, and will be 
serviceable ever after. 

Suppose all the people except children below twelve 
years of age were to pass away. Suppose all 
knowledge of past times were to pass away also. How 



216 THE SCIENCE OF THE MIND 

much of intellectual power could those children obtain 
in a life-time ? It would take ag'es for the human 
race again to attain the intellectual greatness of to- 
day. 

During the Dark Ages the human race was in such 
a condition. The reason they rose so rapidly from this 
intellectual narrowness and weakness is because the 
learning of Greece and Rome was opened to them. 
From this we can see how much our intellectual free- 
dom is dependent upon a knowledge of past time, and 
how narrow and confined would be our intellects were 
we dependent upon our experience alone. Suppose we 
were brought up in a country in which there was not a 
man who knew any thing of space, except what he had 
seen. How little of intellectual freedom could come to 
such a place ! This supposition shows us how much 
our intellectual breadth is dependent upon a knowledge 
of space. 

We can not live through past ages and experience 
what has taken place, nor can we go to all parts of the 
earth and learn from observation. But unless these 
restraints can be thrown off the intellect must remain 
in chains. 

Liberation of the Intellect. — The restraints which 
the laws of organization impose upon the intellect are 
overcome by time and exercise. The kind of exercise 
and the manner of taking it are matters of great im- 
portance. The intellect feeds upon truth. In the pur- 
suit of Truth the intellect gives strength and becomes 
a great force. The intellect strives to obtain truth, 
and the effort to obtain the truth gives it exercise and 
strength. After the truth has been obtained it be- 
comes an object of utility. In order that the greatest 



APPLIED TO TEACHING. 217 

good may be obtained from the pursuit of truth, the 
intellect must gain it by self-exertion ; for it is self-ex- 
ertion that developes strength. In order that truth 
may be useful when it is gained the person must fully 
understand the relation of each truth to other truths. 
And it is only when one has gathered each truth him- 
self, that he can know its relation to all other truth 
which he possesses. The intellect is an active aggres- 
sive force and not a passive one. And when knowl- 
edge has been gained in any other way than by ag- 
gressive self-exertion it remains in the memory as so 
much lumber of which the intellect can not dispose to 
any practical purpose. 

The complaint is often brought against colleges and 
high schools, that what they teach is not practical ; that 
they unfit rather than prepare for actual life. The 
fault is not so much in what they teach ; for truth is 
truth and is just as potent for good, whether gained in 
a college or in practical life, but the fault lies in hoiv 
they teach. The teachers proceed on the theory that 
the text-books must be committed to memory ; that 
the uneducated mind is a vacuum that must be filled. 
So the student's mind is filled with a vast array of 
facts which are as dead as the stuffed animals in a 
museum and are useful only for show. The self-made 
man who gets his education by self-exertion obtains 
the same truth, but he gets it from nature, knows 
where he gets it, and so each fact does not stand alone, 
but is related to others, and thus he can make use of 
it in practical life. Every truth is a living thing that 
can be made to do service. 

The teacher is not a giver, but a leader. He does 
not capture and dress the truth and present it to the 



218 THE SCIENCE OF THE MIND 

student, but he leads the student to the place where 
truth may he found and aids him in capturing- it alive 
for himself. 

The teacher must resist the temptation to impart 
knowledge when the student makes no exertion to 
gain it ; hut must do all in his power to create a love 
for knowledge, and when that is accomplished aid him 
in satisfying his desire by making it as easy as possi- 
ble. 

The progress of knowledge is from the known to the 
unknown. Every truth depends upon some other 
truth and leads to another beyond itself. Our con- 
cepts depend upon percepts, and our general concept 
upon the particular ones, and conclusions arrived at 
by reflection upon other facts. It therefore follows 
that there are certain truths that must be learned 
first. When these fundamental truths are learned, 
the pupil can advance to other and higher fields, and 
if time and ability will admit he can explore the whole 
field of known truth and even add some thing to the 
world's store. 

Studies that ake Fundamental. — As the common 
and high school can give pupils only a start in educa- 
tion and can by no means complete it, the studies that 
are here pursued should be such as are fundamental ; 
such as will lay the foundation for the education to 
which additions will be made through the entire life- 
time. The school that inculcates the idea that educa- 
tion is completed when its course of study has been 
passed through, is a failure. No teacher will knowingly 
inculcate such an idea, yet the methods leave such an 
impression. Education is growth, and when growth 
ceases education dies. 



APPLIED TO TEACHING. 219 

Language. — We can think without language ; yet 
language is a great aid to correct thinking. There 
are so many ideas that differ from each other, only 
in degree, as pleasure, happiness, joy, and if these 
ideas are not tied up, as it were, in words, there 
would be little accurate thinking. So coining the 
bullion of our thought into the currency of language 
gives a fixedness and definiteness to thought that is of 
great service in securing truth. We may know a 
thing, and not be able for a lack of words to make our 
meaning clear, but we do not know a thing well until 
we can tell it in words. A knowledge of the truth is 
the greatest force of which we know any thing; yet 
this force amounts to little unless we are able to trans- 
mit it to others. And unless man has the power to 
transmit his thoughts, his greatest power is restrained 
and he is weak. 

But when a man has truth which is of great power 
for good and is able to transmit it to others, he becomes 
free and strong. 

Morse's thoughts might have been expressed and 
sent to England, and there they would have given the 
power to invent the telegraph. An English statesman 
may know of a circumstance which if not counteracted 
may lead to war. By transmitting his thought to an- 
other, the proper thing may be done and bloodshed 
and suffering avoided. Language increases man's 
liberty and power. It makes him immortal. Though 
he is dead his thoughts live in literature and continue 
to exert their power. It puts us in communication 
with the wisest and best of all ages. It makes Paul 
and Socrates and Shakespere inmates of every home, 
and the friends of the most humble. Reading unlocks 



220 THE SCIENCE OF THE MIND 

the store-house of knowledge and enables each one to 
prolit by the experiences of those who have lived ages 
ago. 

The mastery of the mother-tongue should be secured 
in every school. Reading, Grammar and Composition 
are among the fundamental studies to which special 
attention should be paid. 

Geography. — Man is to a certain extent confined in 
space, he cannot examine for himself a very large part 
of the earth. So his range of knowledge is limited. 
His experiences occur in a small area. By a knowledge 
of Geography he extends his experiences to all parts of 
the earth, his mind is freed from the limits of space, 
and he is able to understand the true state of the 
earth and its nations quite as well as if he had seen all. 
Through Geography we become acquainted with all 
the nations of the earth, their industries, their charac- 
ter and advancement in learning. This so widens our 
range of knowledge that we are able to form a good 
conception of the world. We become competent 
judges of matters that concern nations and the world. 
Through living in one place we become citizens of the 
whole world. 

Every part of the globe yields up her treasures to 
us. We get truth and beauty from every nook and 
corner. In our imagination we can, through geo- 
graphical knowledge, enjoy the beauty of the tropics, 
the grandeur of the Alps, the art of Rome. If we 
have a correct knowledge of the geography of Scot- 
land, we live there when we read Scott. London 
would be no more real to us were we to go there, than 
it is in the pages of Dickens or Thackeray. 

It is impossible to have a broad and liberal educa- 



APPLIED TO TEACHING. 221 

tion without a good knowledge of geography. Sup- 
pose a person to have extensive knowledge of the his- 
torjr and achievements of the ancient Greeks, with the 
geography left out. His knowledge would be so 
narrow and imperfect as to be worthless. Geography 
is the foundation of a broad and liberal knowledge of 
the truth, and let it be laid broad and deep in the mind 
of every child. 

History. — A knowledge of historj^ frees man from 
the limits of time. Were it not for historical truth 
man could know only that which took place in his 
own life-time, and under his own observation. Time 
is a fetter which holds the mind in its grasp. A 
knowledge of history breaks this fetter and permits 
the mind to be a witness of the struggle of the human 
race for more light. In history we live through the 
ages of the past. We are present with Alexander, we 
listen to Socrates, we are eye-witnesses almost of all 
the great events. We live in every epoch, and are 
acquainted with the great and good. We are at the 
cradle of truth, we note her growth, after six thousand 
years we see her radiant in beauty and mighty in 
power. In history our short lives are lengthened to 
an eternity. We go back to the time when written 
history was born and life from that time to this. Not 
satisfied with this we read the book of stone, and be- 
gin our lives an infinity of years before and are pres- 
ent through the ages that the earth was void and 
without form ; we see the waters of the seas come 
together and the dry land appear ; we see continents 
go down into the deep and mountains arise out of the 
midst of the sea ; we see the earth swarm with life and 
the globe grow larger from the bodies of the dead. In 



222 THE SCIENCE OF THE MIND 

the pages of history we may live a thousand years in 
a single hour. 

By the study of the history of our own country we 
may know its life better than we could had we lived 
as long- as it has lived. We can know the Civil War 
better than Gen. Grant, who commanded in its great- 
est actions. He sees the War through his own eyes. 
We see it not only through his, but through those of 
a hundred other observers. A true history of a g*reat 
event can not be written until all the actions in it have 
passed away. Words can not express how great is 
the liberty that is given to the mind by the study of 
history. What possibilities does it lay before us ! To 
what depths will it not permit us to go ! To what 
height to ascend. History and Geography give the 
intellect wings that defy time and space. 

Arithmetic. — The study of Arithmetic cultivates 
the reasoning faculties. It also gives man a kind of 
liberty which nothing else can give. Each man can 
produce but one thing, yet he needs a thousand. Some 
of those things have to be brought from across the 
sea. A system of exchange is therefore absolutely 
necessary to his well-being. Arithmetic makes it 
possible to carry an exchange of commodities. Were 
the world's knowledge of Arithmetic to be blotted 
out all the wheels of commerce would stand still. 
Arithmetic is also the beginning of mathematical 
truth, and is important because it leads to so much 
that is necessary for man to know in order to be- 
come the master of nature's forces. 

Physiology and Hygiene. — Man is exposed to many 
influences which will destroy his health, and thus crip- 
ple all his powers and destroy his happiness. A 



APPLIED TO TEACHING. 223 

knowledge of Human Physiology and Hygiene will en- 
able him to avoid the causes of disease, and keep him- 
self in the best condition to use all his powers and to 
enjoy life. Without health man is a slave to weakness. 
With health he is free to use all his strength. 

Natural Sciences. — Besides the knowledge of Phys- 
iology, the child should be given a knowledge of the 
rudiments of other natural sciences. These teach him 
the laws of nature. Understanding the laws of nature 
he can apply them to his own convenience. Then he 
becomes master of the forces of nature. He makes 
the waters, the winds, electricity, the forces of chemis- 
try do his bidding. The study of science has developed 
all the arts of civilization. . Take away from the peo- 
ple to-day their knowledge of science and they would 
be left as helpless as savages. They would have to 
leave the industries of to-day and till the soil with a 
sharp stick and wear the skins of animals. Nature is 
master of the savage ; civilized man is the master of 
nature. 

The man who is ignorant of natural science is super- 
stitious. He sees so many things which excite his 
wonder, and not knowing the causes he attributes 
every thing to the caprice of supernatural beings. He 
is in terror at the ordinary manifestations of natural 
forces, as lightning", the storm, and disease. He dare 
not think for himself, nor depart from his belief in these 
gods, and demons, and ghosts, lest they visit their 
wrath upon him. Superstition is the paratysis of rea- 
son. A knowledge of natural science reveals to man 
that all things take place in accordance to invariable 
law. Behind every effect he sees a cause. Timid rea- 
son at last dethrones superstition and becomes the 



224 THE SCIENCE OF THE MIND 

liberator of man. When man is governed by Reason 
made free by the Truth, he is no longer a coward who 
trembles in dread of the powers of the air ; but he is a 
brave and free man, whose reliance is upon Truth, and 
whose trust is in Virtue. 

Thus we see how every form of knowledge tends to 
make man free. That his highest happiness and use- 
fulness is realized when he is made free by the power 
of the truth. 

Summary. — In the realization of truth and intel- 
lectual freedom, the principle are these : 1. The intel- 
lect must gain knowledge or truth. 2. Truth must be 
gained by self-exertion. 3. Truth is gained for two 
purposes : a, To strengthen the intellectual faculties 
and make their activity free, and b, To be used in the 
practical affairs of life, in getting a livelihood and in 
the regulation of conduct. 4. Language, Geography, 
History, Arithmetic, and the rudiments of natural 
science should be mastered first ; for they are at the 
foundation of all other knowledge and give that 
intellectual freedom that is necessary to a successful 
life. 

When to Study the Rudiments. — The Intellect 
does not reach maturity at once, but its powers de- 
velop gradually and in a certain order. Therefore there 
is a definite order in which different studies should be 
begun. The food of the Intellect should be adapted to 
its conditions. 

The Perceptive power of the Intellect is the first to 
develop, and the Perceptive faculties are the first to 
become active. They take cognizance of external ob- 
jects, their properties and relations, and receive im- 
pressions through the senses. This gives rise to the 



APPLIED TO TEACHING. 22o 

Objective Period.— During the Objective Period the 
child is able to exercise Perception only. It is inter- 
ested in thing's which are present to the senses. It 
wants to know what they are, what are their proper- 
ties, what they can do, where they are, who made 
them and when they were made. It wants to know 
all about these thing's that can be known through the 
senses. It some times wants to know causes, but not 
often. Its questions are what? when? how? and 
where? Not often why? During this period the 
child is very active. It can not keep its body still nor 
can it keep its mind long on one subject. It must 
have continual change in body and mind. This is so 
because of the vigor of its vital energies. 

Time of Objective Period.— This period continues 
usually until the child is eight years old. This varies, 
as some mature earlier and others later. 

Studies of the Objective Period. — The studies to be 
taught at this period are such as pertain to objects. 
Those truths that are received by the senses. The 
child can learn to read, to write, to count, add, multi- 
ply, subtract and divide, and local geography. It can 
become acquainted with all the objects about it. This 
period should be devoted to the study of things. 

This activity of the child should not be repressed, 
but be encouraged and directed. Its hands educated, 
its mind led to objects of which some thing may be 
learned. In the school-room it must be kept doing 
some thing. Printing, writing, drawing, assorting pa- 
pers according to color or shape into packages of cer- 
tain numbers, thus counting them by fives or tens, etc. 
Let them do any thing that will employ the hands and 
require such mental effort as they can exercise. 



226 THE SCIENCE OF THE MIND 

Subjective Period. — The subjective period is that 
period of intellectual development in which the mind 
can form concepts and when the reflective faculties are 
active. During' the objective period the external world 
engaged that attention of the child. During the sub- 
jective period a new world is the scene of the mind's 
activity. This new world is peopled with objects which 
derived their existence from the facts learned in the ex- 
ternal world. The imagination creates an ideal world 
the beauty and glory of which surpasses those of the 
external world. The intellect is now able to form per- 
fect concepts, it takes comprehensive views, delights 
in theories, and creates them to explain existing 
phenomena. It is able to comprehend general princi- 
ples. It compares, discriminates, classifies and draws 
couclusions. It is now capable of complete activity 
and can grapple with the greatest problems. 

A child reading "The Pilgrim's Progress" finds it 
an interesting story which relates the adventures of 
certain men ; the man who has reached the subjective 
period learns the deeper lesson. To him Christian, 
Worldly Wiseman and Doubting Castle are concepts 
that contain a vast amount of truth, and their adven- 
tures are to him statements of truth which are invisi- 
ble to him who is incapable of subjective thought. 

Time of the Subjective Period. — This period marks 
the mind's maturity and is perfected usually at about 
the twentieth year. Though this depends largely upon 
the constitution and education. In the uneducated it 
is never perfected. 

Studies of the Subjective Period. — All the studies 
in which the mind can make progress can now be pur- 
sued. 



APPLIED TO TEACHING. 227 

The Transitional Period. — From the time when the 
mind seeks objective knowledge to the time when it is 
capable of subjective thought is the Transitional 
period. This period begins when the child begins to 
have abstract ideas and to ask the question, " why ?" 
It begins slowly to form general concepts and the im- 
agination begins to manifest itself. Now the boy or 
girl begins to be sentimental and romantic. There is 
a strange mixture of the objective and subjective. 
Views of life begin to take shape, but they are a 
strange combination of the practical and the ideal, 
romantic and imperfect. 

Studies for the Transitional Period. — The efforts 
of the teachers should be directed toward developing 
the mind to think subjectively. When the child enters 
this period his principal studies should be objective, 
but occasionally abstract ideas, reasoning, classifica- 
tion and general principle should be introduced. The 
reading books should now contain lessons on honesty, 
virtue, kindness ; for the child is now able to under- 
stand these abstractions. Local geography has been the 
study up to this time ; now they can form a conception 
of places not present to the senses and they can study 
not only the maps, but also the habits of the people, the 
climate, and animals, and vegetation of foreign coun- 
tries. At the age of thirteen they can take up the study 
of the theory of the earth, the cause of day and night, 
and the seasons, the tides, the winds, earthquakes. 
Up to the age of thirteen they have been studying lan- 
guage. They can speak and write correctly, and know 
the parts of speech, and now they can begin the subject 
of grammar. Here they learn to form general con- 
cepts. They have to deal with principles and to use 



228 THE SCIENCE OP THE MIND 

both analysis and synthesis. At ten they can begin 
fractions and advance rapidly in arithmetic. At 
thirteen they should begin history; beginning- with 
biography and gradually working into systematic his- 
tory. At fifteen they can begin the sciences and the 
higher mathematics. 

Demand and Supply. — The intellectual faculties 
develop in a certain order and demand certain kinds of 
knowledge. To force upon them knowledge for which 
they are not prepared is an injury to them. There 
must first be an appetite for knowledge, before it 
should be supplied. The mind should first be formed 
and then furnished with the kind of truth for which 
it craves. To force any kind of knowledge upon the 
mind for which it is not prepared creates a dislike for 
that study. Every teacher knows what a hatred pupils 
have for Grammar who begun the study too early. 

That the mind is prepared for a study, is indicated 
by interest in that study. The object of the teacher 
should be to create this interest, and this can be done 
by beginning with what the child already understands, 
and leading it up to what it does not understand. 
Begin with the objective, and proceed gradually to the 
subjective. If you wish to teach the child that light 
is composed of seven colors, take a prism and show 
the colors. 



APPLIED TO TEACHING. 229 



CHAPTER XVI. 

CONDUCT. 

In Part I under the cultivation of the feeling's, much 
has heen said of what constitutes right conduct, and 
how to secure it. In Chapter XV has heen discussed 
one part of the work of the school, the liberation of 
the intellect, or scholarship ; in this chapter will be 
discussed the second part of the work of the school ; 
the realization of right conduct in the school. The 
principles here set forth lie at the basis of school 
government. 

Conformity. — As the school is a body of individuals, 
there must be conformity to the right, so that all may 
co-operate and all be benefited. If there be no con- 
formity to the right all will be injured, and the purpose 
of the school can not be realized. It must be remem- 
bered that this conformity is not arbitrary, and that 
it is not for the pupil alone ; but that it is submission 
to the right, and that it is obligatory upon the teacher 
as well as upon the pupil. School government does 
not mean submission on the part of the pupil to the 
authority of the teacher ; it means the conformity of 
both pupil and teacher to the right. Let the teacher 
then remember that he may by force control the 
pupils, but by that control he stunts their mental and 
moral growth. But by securing the self -conformity 
to the right he puts new life into them and causes them 



230 THE SCIENCE OF THE MIND 

to develop into strong- men and women. A well 
governed school is one in which teacher and pupils do 
the right from choice. And it must be the teacher's 
greatest desire to secure this self-conformity. 

The first and most important requirement to secure 
right conduct and make the school efficient is 

Order. — Order is conformity to a method of proced- 
ure. It contains two elements, time and place. The 
work of the school must take place at a definite time, 
and a certain time. Conformity to the requirement of 
time secures Punctuality. Conformity to the re- 
quirements of place secures Regularity. No school 
can be successful when the attendance of the pupils is 
irregular, nor can it be successful when they do not do 
their work punctually. If a few lessons are neglected 
tbe pupil falls back and is lost and bewildered in the 
advanced lessons. Work may be made up, but even 
then the pupil has lost much and the class has been 
greatly injured. The teacher should move the class 
along together, not permit one to lag behind ; for if 
this is permitted the whole class will soon be demora- 
lized. No pains should be spared to secure this con- 
centrated forward movement of the class. If individ- 
ual aid will help the slow ones along give it, if possible. 
If some can not go as fast as others, if there is no 
other way, it is best to go more slowly than the 
brightest ones might go. 

The class should sit in the same part of the room, 
and all the members recite at the same time and place. 
When one pupil recites every member of the class 
should give the recitation his attention. If the recita- 
tion is incorrect according to his view, or if more can 
be said on the topic, each member should feel it his 



APPLIED TO TEACHING. 231 

duty to make the correction or to give additional re- 
marks. If he does not understand the point in ques- 
tion, he should be free to ask for information. The 
teacher must secure this free discussion of all questions. 
He must listen respectfully to all opinions, however 
erroneous. Must answer all questions, however simple, 
and never show by word or look that he feels contempt 
at such ignorance or stupidity. Nothing* is more de- 
structive to true education than this way of standing 
pupils on end and pumping and squeezing them to And 
what they know about a lesson ; and when their knowl- 
edge is unsatisfactory making them feel your superior- 
ity and their own littleness. The class-room should be 
a place where inspiration is kindled, where strength is 
gained, and where hope and ambition are quickened. 
Let the recitation-room be a place where the pupils is 
to find out what he does not know, and let it be no dis- 
grace not to know a thing, but let it be an opportunity 
to gain more power. So many teachers make the class- 
room a place where they seek to entrap the pupil into 
an error and then proceed to punish him for it by tak- 
ing off a certain per cent. The right way is to find if 
the pupil is in error, and if he is to rejoice over it, be- 
cause it gives an opportunity to enlighten him. This 
grinding method discourages the pupil and deadens all 
his enthusiasm. It creates a wrong spirit in the class. 
Each pupil waits for his time to be ground, and when 
the teacher has finished him, he feels much elated if he 
lias been able to pass safely through the ordeal ; and if 
not he feels humiliated and discouraged ; and in both 
instances he feels that he has had his turn and is through 
for this time. If he pays any further attention it is to 
see how the others fare in the grinding process. 



232 THE SCIENCE OP THE MIND 

The normal method gives inspiration, awakens love 
for knowledge, quickens enthusiasm for excellence, 
and secures the pupil's attention for the whole recita- 
tion. 

Each pupil should recite all the lessons. Of course 
each one can not recite it all to the teacher ; but if he 
pay attention and allows nothing- to pass which does 
not meet his approval or which he does not understand, 
it amounts to the same as reciting it all. 

The teacher can not neglect order in the least with- 
out injury to the school. Attendance, stud} 7 , recitation 
and movements about the room must all take place 
systematically — regularly, punctually, and, as far as 
possible, invariably. 

Hoiv to Secure Order. — Order is a matter of very 
great importance and yet the principles which underlie 
it are few and simple. Comply with these simple re- 
quirements and order is secured. The first of these is 
Gradation. Every school should have a course of 
study which every pupil should be required to take. 
Good work can not be done in the common schools if 
each pupil can take what studies he pleases. In many 
of the country schools parents say their children shall 
not study Geography and Grammar. The teacher is 
powerless to make them do otherwise. Some pupils 
have more than they can do, others have not enough, 
and so make mischief. When the course of study is de- 
cided upon, the work should be carefully laid out, that 
the studies may come at the right time, that the right 
ones may be pursued at the same time, and that the 
pupil may have just work enough. 

The second requirement to secure order is a daily 
Program of study and recitation. Every one will ad- 



APPLIED TO TEACHING. 233 

mit the importance of a program of recitation, but be- 
ginners do not always see the importance of a program 
of study. Each grade should have a certain time for 
all its members to study a certain lesson. As they 
are all seated together in a certain part of the room, 
the teacher is then able to see whether a proper 
amount of time is given to each study. He can also 
tell whether each pupil is doing his duty. And if he is 
not, by a look or a kind word can remind him of his 
duty. In this way the whole grade can be as easily 
managed as can one individual when there is no pro- 
gram of study. There will be no occasion for a dis- 
pute between pupil and teacher as to what lesson he 
would best study next. 

This program of study and recitation should be 
placed where the pupils can see it, and at a signal all 
grades change books for the next study. In Part III 
the reader will find Programs and Courses of Study 
for several kinds of schools. 

Duty of the Teacher in Order. — The teacher is to 
form the system of procedure, and by his own example 
of self-conformity and by his kindly firmness, enforce 
obedience to the requirements of order. 

As the end of order is not simply for the benefit of 
the pupil for the time being, but is to benefit him 
through life by making him habitually systematic, the 
teacher must secure self-conformity to order on the 
part of the pupil. This he can do by awakening the 
right motives and adhering strictly to the rules which 
have been adopted. Let it be understood that adher- 
ence to the established rules of order is as invariable 
as any thing can be in school, and soon all will conform 
voluntarily. 



234 THE SCIENCE OF THE MIND 

Silence. — Silence is the second requirement of the 
school. Study consists in setting- the intellectual fac- 
ulties to work upon the facts which have "been gath- 
ered by the senses and by reflection. It is a condition 
of study that the senses and the attention be with- 
drawn from outward things and that the attention be 
concentrated upon the things within. The sight is 
easily controlled by directing it to the book or slate, 
but the ear is ever open and it is only when the mental 
faculties are intensely active upon some problem that 
sounds make no impression on the mind. Therefore, 
that the purpose of the school be realized, silence must 
prevail. Absolute silence is not possible nor is it nec- 
essary. It takes but a short time for the child to get 
used to the ordinary noise of the school-room. The 
law of silence requires only that there be no unusual 
noises. Recitations, movements about the room — if 
these take place with some degree of sameness — may 
go on without disturbing those who study. It is the 
unusual noises, such as loud recitation, heavy walk- 
ing, banging slates, falling books, and loud talking of 
the teacher, that must be prohibited. 

The law of silence forbids communication between 
pupils in school hours. Whispering' and writing notes 
must be absolutly prohibited. Inexperienced teachers 
often do not realize this. They think whispering can 
not be prohibited, but it can be controlled by the 
teacher. Let no young teacher make this mistake. 
If your school has been allowed to communicate 
make it your first duty to stop it, by persistence 
and firmness you can succeed, whispering is the 
source of all evils in the school, you must destroy 
it, or it will give you trouble continually and most 



APPLIED TO TEACHING. 235 

likely destroy your school. The only safe rule is pro- 
hibition. 

Politeness. — Politeness is the third requirement of 
the school. Politeness is deportment in accordance 
with the rights of others. It depends, first, upon a 
true sense of the rights of others and, second, upon a 
knowledge of the forms for expressing that sense. 
The correct sense of the rights of others is a matter of 
feeling more than of knowledge. It consists in the 
feeling of good-will toward others. When the feelings 
of kindness, justice, reverence and faith are exercised 
toward others, the foundation of Politeness is laid. 
The forms for expressing these feelings is determined 
by custom, and they differ as the relation between the 
persons differ. What is polite in one country is not in 
another, what is polite between brother and sister is 
not polite between strangers. 

The object of politeness is to give freedom of inter- 
course between persons. By politeness we adapt our- 
selves to others and secure the harmony of two 
natures : confidence is established, and a free exchange 
of ideas and affection takes place. When we do not 
conduct ourselves in the presence of others in accord- 
ance with their rights, they become antagonistic, the 
harmony of the two natures is destroyed, and the free 
exchange of ideas and esteem does not take place. 
The co-operation of these persons to secure a certain 
end becomes impossible. Politeness is necessary 
between teacher and pupil, and pupil and pupil, that 
all may work together for mutual good. 

The law of politeness requires on the part of the 
teacher toward the pupil, that he feel that the pupil is 
worthy of respect, and that he will do what he ought to 



236 THE SCIENCE OF THE MIND 

do, if he has a fair opportunity. To he a good teacher 
one requires a hroad mantle of charity that will cover 
a multitude of weaknesses, and a heart so full of love 
and faith that he can retain confidence even after many 
failures. By the expression of regard and confidence 
the teacher places the pupil in a situation, to willingly 
exercise self-restraint and seek to do what is worthy of 
respect and confidence. By showing- a want of faith 
he lowers the pupil's self-respect and takes away the 
incentive to diligence and good conduct. 

Politeness forbids on the part of the teacher the 
unnecessary assertion of superiority and authority. He 
must at all times show himself the friend of the pupil 
and not emphasize the fact that he is his master. Au- 
thority should only he shown in cases where it is ab- 
solutely necessary, and then it should be done without 
display and should leave the impression that it is done 
in kindness and justice. Anger, harsh words, impa- 
tience with the pupil, are not in accordance with polite- 
ness, and are therefore very dangerous. It must be 
an extraordinary case where they can do good or are 
justifiable. 

Politeness requires on the part of the pupil toward 
the teacher, the expression of confidence and respect. 
The fruits of these feelings are esteem and willing 
obedience. It forbids fear and bashfulness. Yet the 
teacher should remember that if there be a lack of con- 
fidence and respect on the part of the pupil, it is the 
fault of the teacher and he must make an effort to win 
them from the pupil. This he can accomplish by being 
truly polite to the pupil. 

From pupil to pupil politeness requires the recogni- 
tion of equal rights and willingness to do to others 



APPLIED TO TEACHING. -'•>< 

what ho would have done to himself. The teacher 
must av r oid granting- privileges to certain pupils or to 
certain grades that show partiality which are unjust. 
Giving marks of merits, or granting prizes, creates 
envy between pupils, destroys the right feeling which 
underlies politeness and so creates discord. 

Duty of the Teacher in Politeness. — The teacher 
should form a standard of politeness. By example and 
by precept he should lead the pupils to self-conformity 
to the rights of others. He should make politeness 
one of the ends of the school ; for few things will con- 
tribute more to the pupils success in life, than will 
habitual politeness. 

Study. — The fourth requirement of the school is 
Study. Order, Silence and Politeness are necessary 
that Study may have every circumstance in it favor. 
The highest and best motive to study is the desire for 
knowledge and character. Other motives may be 
held forth to secure study, but they should be subor- 
dinate and should be employed to awaken these. To 
create a desire for knowledge, the mind must be brought 
in contact with Truth, and made to realize its attract- 
iveness and power. Let the child once begin to learn 
and it will crave for more. To create a desire for 
character, the student must be brought to see its de- 
si tahleness and worth. The desire to be great and 
good is very strong in children ; and let them once 
experience the joys of doing right, and they will strive 
for it. Truth is attractive and virtue is satisfying ; 
and if children once get a realizing sense of them, it is 
a pleasure to strive hard to secure them. 

Duty of the Teacher in Study. — It is the teacher's 
duty to make all conditions favorable to study ; to in- 



238 THE SCIENCE OF THE MIND. 

spire love for it, and to give such aid as is essential to 
its most efficient progress. He should cultivate skill 
in leading pupils to love knowledge and virtue ; he 
should gain power to advance them in their acquisi- 
tion ; he should he, in truth, the pupil's guide, philos- 
opher and friend. 



METHODS. 



THE SCIENCE OF THE MIND. 241 



CHAPTER XVII. 

PRINCIPLES. 

Pestalozzi reduced the practice of teaching 1 to nine 
Principles, and claimed that all methods of teaching- 
must accord with these principles, and that the degree 
of a teacher's success depends upon his faithfulness to 
them. No two teachers can teach alike ; each has 
his pecular way of imparting instructions and arous- 
ing interest in study. It is not the intention in this 
part of the work to give methods which are to he 
imitated, it is rather the intention to lay down cer- 
tain principles, and to illustrate their application in 
practice. These nine principles of Pestalozzi, I be- 
lieve, should form the teacher's touch-stone with 
which he should test every practice. He can not 
be in the highest degree successful and violate any of 
them. 

1. Activity is a law of childhood: accustom the 
child to do — educate the hand. The child is full of 
vitality. The great demand for exercise to work off 
this surplus energy and to develop the growing tissue, 
makes it impossible for the child to remain long in a 
state of physical quiet. The reflective faculties are 
not yet active, but the senses and the perceptive facul- 
ties are very active, therefore, the child is not able to 
hold its mind long on one subject, but the perceptives 
in their eagerness to gather facts flit from one 



242 THE SCIENCE OF THE MIND 

thing to another and make it impossible for the child 
to make quiet, concentrated, mental effort. 

This restlessness and activity is natural and should 
not he repressed, hut should be directed. To com- 
mand a child to sit still and study is as foolish as to 
command a stream of water to stand still. We must 
take advantage of the laws of nature by making* the 
running" water turn a wheel. So must we make use of 
this activity in the child, to better prepare it for life. 
The child must be given some thing to do that will give 
agreeable activity to hand and brain. The Kinder- 
garten is founded upon this principle. 

The child should have a slate and pencil, and should 
be required to print, to write, to draw, to do any thing 
that requires attention, design and work of the hand. 
It should have cards with letters and words upon them 
that it may build words and sentences. It should have 
bundles of stick or straws and elastic bands to hold 
them together. These it can assort into tens, the tens 
into hundreds, and the hundreds into thousands. It 
can construct figures such as squares, triangles, etc., of 
these sticks and then copy them on the slate. 

The child is not able to work either mentally or 
physically, all its work in the school-room should be 
play. The wide-awake teacher can devise a hundred 
useful exercises for the children and thus make their 
early school-life both pleasant and productive of 
good. Real study should not be required before the 
child is ten years old and then it should not be 
hard. 

2. Cultivate the faculties in their natural order ; 
first form the mind then furnish it. The reader is 
referred to Chapter XIII, on the powers of the intellect, 



APPLIED TO TEACHING. 243 

and also to page 225 on the Periods of Intellectual 
Development. 

The perceptives are the first to become active, and 
their first power is that of Perception. This gives rise 
to the Objective Period. All that the child can do dur- 
ing this time is to get a knowledge of the objects which 
are present to the senses. Conception, Abstraction 
and Generalization are powers which become active 
later in the child's life. There is a vast amount of 
knowledge which is purely objective and no time should 
be wasted in futile attempts to teach children things 
which they can not fully comprehend. 

By forming the mind is meant so perfecting one pe- 
riod of intellectual development, that it gradually 
merges into the next. When the child manifests inter- 
est in a subject its mind is formed for that subject. It 
is the teacher's duty to awaken this interest. When 
interest is awakened, he must give the knowledge for 
which the mind calls. In the Objective Period the 
children can understand a story of an honest and a 
dishonest boy; for these are qualities of an object. 
But to discourse to it about honesty and dishonesty in 
the abstract is to furnish the mind before it is formed. 
During the Transitional Period the child begins to 
manifest interest in abstract subjects, and the power 
of Conception begins to develop. Then it is the teach- 
er's duty to furnish the kind of knowledge which is 
interesting. 

In beginning a new study the teacher must awaken 
an interest before advancing in the study, otherwise 
the pupils will get a poor start and will never like the 
study. This interest can be awakened by oral lessons 
in which the most interesting facts are brought out. 



244 THE SCIENCE OF THE MIND 

In the study of history you can tell interesting- stories 
about the early discoverers. In Physiology you can 
give interesting things about the human body. Those 
who do not like a study at first seldom get to like it 
afterward. 

3. Begin ivith the senses, and never tell a child 
what he can discover for himself. Whatever ap- 
peals to the senses of a child, it can study. If we 
want it to get an idea of a lake let it see or remember 
a pond, then explain that if the pond extended from 
one place to another (showing the points), it would be 
called a lake ; if yonder hills extended to the clouds, 
they would be called mountains. The first thing to 
teach a child is all that it can know about what it can 
see, feel, hear, touch and taste. 

To take an object and tell the child all about it is 
disregarding the second part of this principle. Give 
the object to the child and let him tell you all that he 
can about it, and if he does not tell you all, lead him 
to discover what you see and which he does not. 

If a pupil can not solve a problem, do not solve it 
yourself and explain to him how you did it ; but let 
him do the work, and when he makes a mistake lead 
him to see his error. By suggestions that set him to 
thinking or that awaken his memory you help him out 
of the difficulty and do him no harm, for he has been 
active, not passive, and he gains strength. Let the 
teacher always remember that he is to help the stu- 
dent when he needs it, but that he is never to do his 
work for him. 

Illustration : If £ of an acre cost $75, what will two 
acres cost ? Pupil : If £ of an acre cost $75, J of an 
acre will cost \ of $75. Teacher : Oh, no, not \ of 



APPLIED TO TEACHING. 245 

$75. The pupil studies over it awhile and can see it in 
no other way. Then give him a problem like this : If 
3 acres cost $150 what will 2 acres cost ? The pupil 
solves this readily. He tries the first one again, but 
still says i will cost | of $75. Teacher : What cost 
$75? Pupil: i of an acre. Teacher: How many 
fourths ? Pupil : Three fourths. Teacher : Well, if 
three fourths cost $75 what will one fourth cost ? 
Pupil : O, I see ! i will cost one third of $75. Now, 
if the teacher had told him this, it would have made 
but a feeble impression on the pupil's mind ; and, it 
may be, he would not have understood it at all. One 
of the objects of study is to gain the power of discov- 
ering truth by self-exertion, and when the teacher 
tells what the pupil can discover for himself he defeats 
the purpose of Study. 

4. Reduce the subject to its elements : one diffi- 
culty at a time is enough for a child. Every subject is 
composed of many elements, and it is the teacher's 
duty to separate it into its elements and to present 
them one at a time in their natural order to the child. 
If we teach by the synthetic method we are more likely 
to" follow this principle, than if we use the analytic 
method. To say to the children, we will now study 
Addition, and proceed to show them how to add 1897 
and 989, is disregarding the principle. In Addition 
we have three elements : combination of numbers, 
writing numbers to be added, and writing sums. Let 
the child learn to combine any of the digits, and to do 
it accurately and rapidly. Then let him learn how to 
write large numbers so that they will be most easily 
added. Then teach him to add one column at a time 
and how to write the sum, explaining why the tens of 



246 THE SCIENCE OF THE MIND 

the sum of the units are added to the column of tens. 
This principle must be carried out in teaching- every 
subject. 

5. Proceed step by step — be thorough. This princi- 
ple depends upon the preceding- one. After the subject 
has been separated into its elements then begin with 
the first step, master that, and then take up the next 
and so on till the subject is mastered. Thoroughness 
consists in mastering each step in its proper order. 

6. Let every lesson have a point. To make practice 
always accord with principle the teacher must make 
daily preparation for each class. He must keep in mind 
what point they have and what one they must get 
next. The teacher should, like the joiner, know just 
what piece must be fitted on next to complete the work. 
The teacher who says " take the next lesson " is like the 
joiner who attaches the first piece upon which he lays 
his hand, not knowing whether it is the right one. 
Every lesson should either contain a new truth, or should 
be a review of one that has been previously learned. 
If the point to-day is the Personal pronoun, see to it 
that every pupil has a clear idea of it, and how it dif- 
fers from other pronouns. If a reading lesson, ask 
yourself, what is the point of this lesson. It ought to 
contain some thing which yesterday's lesson did not. 

7. Develop the idea, then give the term. Words 
are only signs of ideas. The idea is the important 
thing, the word is only the name of it. According to 
this principle ideas are to be gained first, principles 
are to be learned before rules. Definitions are useful 
to give definiteness to ideas, but ideas are not to be 
learned from definitions. To assign a new lesson tell- 
ing the class to learn the definitions is contrary to this 



APPLIED TO TEACHING. 247 

principle. The ideas must be developed first and the 
definition given as a description of the idea. 

For illustration let us take a class beginning Frac- 
tions. We take an apple. We explain that it is an 
undivided unit, a whole apple. We have the children 
to represent in figures any number of apples. We 
next divide the apple into two equal parts. We ex- 
plain that each of these parts is not a whole apple, an 
undivided unit. The children give the name of a part, 
one half. Perhaps they know how to represent it in 
numbers. Next they must represent both pieces. We 
show them that the two pieces are as much as one ap- 
ple but it is a divided apple. So f and 1 are equal in 
value, but one is a unit the other is a divided unit. 
We now draw their attention to the fact that the 1 
above the line means one of the pieces and the 2 below 
the line means, that a unit has been divided into two 
equal parts. Divide the apple into four equal parts, 
and illustrate the same principles. 

They now have the idea of a fraction, let them define 
the idea. Perhaps they will say, " A fraction is one 
or more parts of a unit." Show the error by taking 
an apple, and say : " I will divide this apple and keep 
one half, and give you the other half." Then give 
one of them a very small piece and keep the large 
part. 

They will see the error, and correct the definition 
by saying a fraction is one or more of the equal parts 
of a unit. We next have them tell us again what the 
upper and lower numbers indicate. Then we say the 
upper number is the " numberer," it numbers the parts. 
The lower one is the "namer,"it names the parts. 
Then we explain that numerator and denominator 



248 THE SCIENCE OF THE MIND 

mean numberer and namer, and are prettier words, so 
we will use them instead. We next require them to 
deline these terms. 

When we teach the six principles of fractions, we 
try experiments, as multiplying- both terms by the 
same number, multiplying- the numerator or denom- 
inator separately, etc. We note the result of our 
experiment. The children write down the experiment 
and its results. They learn by this that there are two 
methods for multiplying- and for dividing fractions ; 
and that there are two ways in which the form of the 
fraction can be changed and the value remain un- 
changed. First learn how to work the examples and 
then each student make a rule by writing down how 
he works the example. 

Whenever a new subject is taken up give prelimi- 
nary drills in which you develop the ideas, and when 
they study their text-books the definitions are easily 
understood and the subject easily mastered. 

8. Proceed from the known to the unknown. It is 
by its resemblance to the known, that the unknown is 
comprehended by the mind. The first step in definition 
is to show the relation of the unknown to the known. 
For example, mercury is a term which conveys no 
meaning to the child's mind. So we must go back to 
the known. It knows what metal is, and we say 
mercury is a metal. We next distinguish it from 
other metals by starting its distinctive features. It is 
in liquid form, at ordinary temperature. 

When we find that the child does not comprehend 
what we are trying to impart, we must compare the 
object in question to some thing which the child does 
comprehend, and show the resemblance between the 



APPLIED TO TEACHING. 249 

two ; as, for example, the child does not comprehend 
that air can be any thing-. We explain that the air is 
some thing 1 like water, only it is much lighter and 
thinner. The fish swim in the water, and birds swim in 
the air, but we say they fly in the air. Now make a 
stroke with the hand, and you feel some thing press 
against your hand very much like making a stroke in 
the water. Did you ever see how grass and small 
twigs are bent over by running water ? Does it not 
look like the grass and trees when they are bent over 
by the wind. The wind is air in motion. With a pop- 
gun we can show that we can not push the rammer 
into the gun, until we push the air out. By thus 
comparing the unknown with the known, the child 
readily gets a knowledge of it. 

9. Synthesis then analysis; not the order of the 
subject, but the order of nature. For the definition 
of Synthesis and Analysis see page 187. To begin with 
school-house, pass from that to the grounds and so on 
to the hills, valleys, waters, studying the part of the 
world first which can be seen, passing gradually to 
township, county, state, nation, world, is teaching 
geography synthetically. It is beginning with the 
parts and developing the whole. To begin with the 
globe, its divisions, sub-divisions and passing down to 
the particulars, is teaching according to the analytical 
method. It is taking the whole and separating it into 
its parts. 

If in language or grammar we begin with grammar, 
pass to its divisions, learn of what each treats, take up 
parts of speech, and the properties of each, etc., we 
teach by Analysis. If we begin with words, learn that 
they are of different kinds, names, action words, quality 



250 THE SCIENCE OF THE MIND 

words, etc., then learn their properties, and passing 
gradually up to subject grammar, we teach by Synthe- 
sis. It is evident that the Synthetic method is the 
method of nature. It is the way a child naturally ob- 
tains knowledge. The Analytic method is the logical 
order of the subject, and is adapted to minds which 
already have a fair knowledge of the subject. 



APPLIED TO TEACHING. 251 



CHAPTER XVIII. 

HOW TO TEACH LANGUAGE. 

Language is one of the fundamental studies. All 
mental growth takes root in it. Without it there is no 
sure advancement. Without language thought is in- 
visible and destitute of power; with language it be- 
comes the essence of power. The force of thought 
embodied in language is superior to the forces of nature. 
It lives through all time and shapes the destinies of men 
and nations. Not much of the best thought that was 
ever born in human brain has been lost. It has been 
locked up in language, and has been a constantly operat- 
ing force that has raised man from barbarism to 
civilization. 

By language we give definiteness to our own ideas, 
and through it we get ideas that greater minds than 
ours have created. From no other source can we ob- 
tain so much power and liberty. A knowledge of 
language is the key that unlocks the great store-house 
of thought. Give a man power to read and to write 
and he can single-handed and alone rise to eminence 
and to power. The study of language then is the most 
important of all the studies. By the study of Language 
is here meant all the studies which enables us to grasp 
the thought expressed in the spoken and written lan- 
guage of others, and all the studies which enables us 
to express orally and in writing our own thought. It 



252 THE SCIENCE OP THE MIND 

includes Reading-, Talking-, Writing, Spelling, Compo- 
sition, Grammar, Rhetoric and Literature. 

Reading. — Under the head of Reading will he dis- 
cussed the processes for learning to understand and 
to pronounce written language. Reading will be con- 
sidered mostly in its utilitarian aspect. For it can 
hardly be considered the province of the common 
school to teach Reading as a fine art. All that can be 
expected of it is to teach children how to understand 
fully what they are reading, and to pronounce it so 
that others may easily get the meaning of the author. 

The Alphabet Method.— The Alphabet method is 
to begin by learning the letters. Then combine them 
into syllables as, ab, eb, ba, be, etc. Then combine 
them into syllables of three letters, and so on until the 
child can pronounce words of several syllables. The 
child is next given a First Reader. Here it is taught 
to pronounce the words. At first it has to spell nearly 
every word, but learns slowly to know some of the 
words without first spelling them. 

There are serious objections to this method. It is 
not the natural way. An infant firet learns to know 
things. The mother sees that the child is interested 
in the object, and she says cat. When this has been 
repeated several times, the child associates the sound 
with the object, because it has found them together. 
So when the mother says cat, the child begins to look 
for the object. After a time it learns to imitate the 
sound, or begins to talk. The natural order is the 
idea first, and the word next. Letters represent sounds, 
not things. From these letters, the child learns words, 
and they, like the letters are arbitrary, and their 
connection in the mind with the idea which they repre- 



APPLIED TO TEACHING. 253 

sent is not very apparent. So the child goes on pro- 
nouncing" words, but getting' no thoughts from the 
process. Children often advance rapidly into the 
higher readers, hut they get no more thought out of 
their reading, than if they pronounced so much Greek. 

We do not think of letters when we are reading. 
We see the word and by its form we know it, and pro- 
nounce it as we learned to pronounce it when we 
learned the word. When, therefore, the child learns 
by the alphabet method, it has to unlearn what was 
so hard to learn. This would be a less weighty objec- 
tion, if the English language were pronounced as it 
is written. Some of its words are as arbitrary as are 
Chinese characters. 

Children do not give the right expression. Their 
main object is to pronounce words, and so they fail in 
modulation and emphasis. They pronounce one word 
in the same manner as they do another, and drag and 
drawl along giving no expression whatever. When 
however the thought is uppermost in their minds and 
their object is to express the thought, they can hardly 
help giving the right expression. 

The Word Method. — In the word method we begin 
with the word, and afterward teach the letters as 
parts of the word. The first thing to do is to bring 
before the mind an object. II you can not do that, 
take some familiar subject like dog. Talk familiarly 
about it. Get the child to tell you what his dog's 
name is, what his color is, what he can do, etc. Hold- 
ing up a picture ask the child what that is. It will 
answer, a dog. Talking about the picture a while,, 
ask if it would like to see the word dog. Then show 
the word. Print it on the blackboard and on the 



254 THE SCIENCE OF THE MIND 

child's slate. Then have it hunt for the word among 
other words. When this word is thoroughly learned 
teach the word cat in the same way. You might take 
next an adjective, black or white. But remember 
to give the idea first. This can be done by asking 
the child to point out some thing that is black, then 
give the word and see that it is well impressed on the 
mind. Now turning to the picture ask of what color 
the dog is. The child says he is black, then put the 
two words black dog under the picture ask what the 
words say. Ask if what the words say is so. Is it a 
black dog ? The child answers, yes. Then putting 
the words black cat under the picture of a white cat 
ask what they say, and if they tell the truth. This is 
all to show the child what reading means, that the 
words tell some thing just as much as spoken words 
do. You can now teach a verb. Ask the child what 
a dog can do. It answers that the dog can catch 
rats. After having taught the word catch, hold up a 
picture and ask, what is the dog trying to do ? The 
child answers that he is trying to catch the cat. Put 
the words, white dog catch black cat, under the 
picture, ask if that is so. The child says, no ; the dog 
is black and the cat white. Placing the words black 
dog catch white cat, ask if that is so. You say 
to the child that is so, but it is not a good way to 
say it. "Black dog catch white cat." That is the 
way the baby talks. Then print on the board — black 
dog — catch — white cat, ask what words ought to 
be where the blanks are. And if the child can not tell 
you read it, " The black dog can catch the white cat." 
When it comprehends what words are missing teach 
them. You can then change the places of the nouns, 



APPLIED TO TEACHING. 255 

and ask if they think that a cat can catch a dog-. 
You can now teach other words like rat, bird, run, 
play, etc. You may give new words as rapidly as 
they can learn them 

Points to be remembered : 

1. Give the idea first. 

2. The Spoken word next. 

3. Learn the printed word well. 

a. By showing- the word and pointing- out its 

peculiarity of form. 

b. By hunting for it among other words. 

c. By printing the word. 

d. By having the child to print it. 

4. Do not give words too fast. 

5. Repeat in each lesson the words most recently 

learned. 

6. Keep it prominently before the mind that the 

words say something. 

7. Have them to pronounce sentences not words. 

Read as they speak. Not a — cat — plays, 
but, a cat plays. 

A book containing appropriate pictures and words 
arranged into sentences, and others scattered over the 
page for word hunting exercise is all the apparatus 
that is required. But charts and cards on which are 
words and pictures are helpful in varying the exercise. 

When the children have been learning in this way 
for a few weeks, they should be taught that words are 
made up of letters. They have been making the let- 
ters while they were printing the words, and now you 
can teach them to know the letters and their names. 
Learn a few letters each day until they are all learned. 



256 THE SCIENCE OF THE MIND 

You can have them copy the letters, and afterward 
make the letters from memory. You can have a letter 
hunting exercise. Children like to work at the black- 
board, and you can permit them to make the letters as 
you name them. When they have learned the letters 
ask them what are the letters in the words cat, dog-, 
etc. When new words are now learned you can 
require the spelling 1 , orally and in writing-. 

Advantages of the Word Method : 

1. It is the natural way. 

2. It is interesting. 

3. It makes the thought, and not the word the 

prominent thing. 

4. It leads to correct expression. 

5. It makes spelling and pronunciation easy. 

6. It gives children something to do with their 

hands. They print their lesson while at their 
seats. 

First Reader. — After pupils have completed a 
course of a few months in a word method book, they 
can take up the First Reader. Some First Readers are 
so arranged that they do for the beginning book. The 
First Reader should contain interesting pictures and 
reading matter, concerning the objects in the pictures. 
The lessons should be carefully graded, introducing 
but few new words at each lesson. And these together 
with those most recently introduced, should be printed 
at the head of the lesson. After learning the lesson of 
to-day, the teacher should give instructions on to- 
morrow's lesson. He should teach them the new 
words. Remembering always to tench the idea first, 
and then the word that expresses it. For example, 



APPLIED TO TEACHING. 257 

you see the word ascend in the next lesson, you might 
tell the children, " that once there was a little boy who 
saw a high ladder standing- by the house, he had seen 
his father climb up to the top, and so he thought he 
would ascend the ladder too, but when he got a good 
ways up he looked down and he was so scared that he 
could not go up or down, so he just hung tight and 
cried. His big brother saw him, he ascended the 
ladder and brought the little fellow down." By 
questioning them you will find they understand it all. 
Write your story and show them the word ascend, 
and show them that it means to go up. Show them 
the word in to-morrow's lesson. Have them read the 
sentence in which it occurs. Have them copy the 
word. Then write it when you pronounce it. When 
they read over the new lesson, they will understand 
every word of it. 

Learn the new words thoroughly ; what they mean, 
how they look, how to spell and to write them. 

Children should now learn to write with a pencil. 
Show them how to make a few letters every day, and 
let them practice these letters at their seats. They 
will then be able to study their lessons more. Have 
them read over the lessons and find out what they 
say, then let them copy the lessons on their slates. 
In class often have the lesson read from their slates 
instead of from the book. After a time they can 
exchange slates and read each other's writing. 

Do not neglect proper expression, see that they read 
naturally, and if they make mistakes, correct them, 
show them how to read it, and have them try again 
until they read it correctly. 

While you pay much attention to words, their forms, 



258 THE SCIENCE OF THE MIND 

spelling-, etc., do not neglect the spirit for the letter. 
Give the thought of the lesson the most attention. If 
the lesson has been a story, let one child tell a part of 
it in its own words, let another begin where the one left 
off. If this he too difficult or the lesson is not adapted 
to this method, ask such questions as they can answer 
if they understand what they have read. 

Second Reader. — The methods of the First Reader 
should be continued in the Second. But here can be 
added instruction and practice in the different sounds 
of letters. Teach first the sounds of a, and the diacrit- 
ical marks which indicate the sounds. In spelling ex- 
ercises the vowels should be carefully marked and the 
silent letters crossed out. In this way they will be 
prepared to use the dictionary. By the time they get 
into the Third Reader they should be able to make 
progress without the aid of the teacher, and this they 
can do if they have a good knowledge of diacritical 
marks. 

Besides requiring the pupils to answer questions 
about the lesson and write answers, and tell the story 
of the lesson in their own words, you should have them 
write the story from memory ; exchange papers and 
criticise each other's work, marking mistakes in spell- 
ing, punctuation, capitals and grammar. You should 
examine the papers yourself, correct their errrors and 
give them all the encouragement by words of com- 
mendation. 

If this exercise is too difficult 3 r ou might write ques- 
tions on the black-board and require them to give com- 
plete answers. When they have obtained skill in this 
you can have them to weave their ansAvers into a con- 
nected discourse. 



APPLIED TO TEACHING. 259 

You should require the pupils to give complete an- 
swers to questions. By a complete answer is meant an 
answer which contains the question. You ask, " When 
was Washing-ton elected president?" The children 
will probably say ? " Seventeen Eighty Nine." They 
should say, " Washington was elected president in 
i;s!>." 

The reason this is of great importance is because in- 
complete answers cultivate an incorrect and unsatis- 
factory expression of thought, while complete answers 
cultivate good language, correct expression and sys- 
tematic thinking'. 

Third Reader. — The methods of the Second Reader 
can be continued in the Third. But more attention 
should be given to punctuation, diacritical spelling, 
definitions and the use of the dictionary. Call atten- 
tion to the new words, to their pronunciation and 
spelling ; but let the pupils get their meaning from the 
vocabulary in the book or from the dictionary. When 
you want them to define a word, first read the sen- 
tence in which it occurs ; that will teach them to learn 
the meaning of words from the way they are used. 

Now is the time to require original composition. 
Give them a picture and let them write the story sug- 
gested by the picture. 

You should pay much attention to the reading of 
poetry. To break up bad habits in those who have 
been neglected it is only necessary to get them first 
to understand what is said, and try to read it so that 
it gives that meaning. The sing-song habit is con- 
tracted by pronouncing' the words and paying no 
attention to the thought. Require the pupil to read 
a stanza and then to tell in his own words what it 



2 GO THE SCIENCE OP THE MIND 

says. Let them write out the whole poem in prose, 
and then show them how much more pleasing- it is in 
poetry. 

You should occasionally read something- from some 
other Third Reader or from a children's paper, and 
require them to reproduce it in their own words. Al- 
ways insist upon as neat work as they can produce. 

You should now encourage them to read books which 
they can understand, " Robinson Crusoe," that best of 
children's friends, St. Nicholas, Harper's Young Peo- 
ple, and Wide Awake. Get as many of them as you 
can to take one of those periodicals. Take one or all 
of them yourself, and lend to those who can not have 
them at home, and encourage those who have them to 
exchange and to lend to those who do not have them. 

The great object of reading is to gain access to the 
store-house of knowledge. At this stage of advance- 
ment children can use books, and if you fail to have 
them do so, your work ends just where it should begin 
to produce the result for which you have been labor- 
ing. 

Advanced Reading. — In primary reading the chief 
object is to gain the power to grasp the thought from 
the printed page. This requires special effort to be 
made to awaken ideas and to teach the words which 
represent them. The exercises of reading, spelling, 
composition, and pronunciation are all for the purpose 
of securing this object. In advanced reading it is the 
object to perfect what has been begun, but to gain be- 
sides this greater and better power of expression. 

Fourth Reader. — The methods of the Third Reader 
should be continued. But more attention should be 
given to delivery. And the teacher should stir up an 



APPLIED TO TEACHING. 2G1 

interest in reading- for the sake of the information 
which may be gained thereby. 

Seek for the information in the reading lesson. The 
teacher should be ready to give additional knowledge 
upon the subject. Make reading the means for gaining 
knowledge and not leave the impression the end is 
gained when the lesson has been pronounced. 

Fifth Reader. — The Fifth Reader is an advanced 
series and the methods for teaching it are the same as 
those of the Fourth. This can be completed when the 
pupil is twelve or thirteen years old. There should 
therefore be a book beyond this. The best book that 
can be used is "Studies in Literature." Swinton's 
"English Literature," published by the Harper's is an 
excellent book for this. If this is studied, the teacher 
should give much information on the history of Litera- 
ture. 

Reading cannot be successfully taught without good 
text-books. The New National Series of Readers, 
published by A. S. Barnes & Co., New York and Chi- 
cago, is in every respect a model series. 

Spelling. — The natural method of learning to spell is 
to memorize the form of the word and learn to write the 
word from memory when its meaning is first learned. 
Spelling' should be made a principal exercise in all the 
studies, and the habit of spelling' new words should be 
so thoroughly fixed that it will be practiced all through 
life. The best method, then, is to learn to spell all 
the words of the text-books as those words are brought 
before the mind. 

Spelling can be easiest learned in youth, for then the 
mind is more receptive and the memory more reten- 
tive. Spelling is a habit, and habits are more easily 



2G2 THE SCIENCE OF THE MIND 

formed in youth. Few persons in whom the hahit of 
correct spelling- is not formed early ever become good 
spellers. The teacher does a great wrong to the pupil 
when he allows him to neglect spelling. In maturer 
years, when the mind is engaged with ideas, it is exceed- 
ingly difficult to learn to spell. Though deficiency in 
this art is of no great moment it is yet very annoying, 
for people are so ready to think that one who makes 
mistakes in spelling must be an ignoramus. 

There are two methods of Spelling. One is based 
upon the sense of hearing, the other upon the sense of 
sight. The one may be called the Auricular Method ; 
the other, the Ocular Method. 

The Auricular Method. — In this Method the word 
is pronounced, or the sound is given as a whole. This 
sound is analyzed into its elementary sounds, and the 
letters representing the elementary sounds are given. 

If the English language were a strictly phonetic lan- 
guage, this were the best way to learn to spell. It 
would then be necessary only to learn correct pro- 
nunciation, and a little practice would be sufficient to 
make one a good speller. But there are about forty- 
three elementary sounds in the English language, these 
are represented by only twenty-six letters, and many 
of these letters are equivalents of other letters. A 
large number of words contain silent letters and their 
pronunciation gives no clue at all to their spelling. 
So the Auricular methods tends rather to make bad 
instead of good spellers. 

The Ocular Method. — This method is based upon 
the sense of sight and the memory of form. Accord- 
ing to this method we must remember the form of the 
word and the letters, as the features which go to make 



APPLIED TO TEACHING. 263 

up the general form. If spelling" is learned by the 
Auricular method, it will be practiced for a short time, 
that is, in writing-, the person will analyze the sound 
into its elementary sounds. But before rapid writing- 
takes place it will have to be unlearned. Therefore, 
the Ocular method should be practiced from the begin- 
ning. It will avoid much unnecessary labor and make 
better spellers. A rapid writer does not stop to ana- 
lyze a word into its elementary sounds but from habit 
his hand forms the word, his eye detects its deformity 
if it is misspelled. Proof-readers never think of words 
as made up of sounds, but regards them as forms, and 
in correct spelling, as a misshaped word. Many other 
reasons might be given to prove that the Ocular 
method is the natural method, and therefore the right 
method for the English language. 

Primary Spelling. — Pupils are considered primary 
pupils until they reach the Third Reader. 

Learn to spell the new words. When the child 
learns the first word it should learn to make it, and 
this should be the case with every new word that it 
learned afterward. The best thing about this method 
is that it forms the habit of fixing every new word 
in the memory, and this habit will be strong all through 
life. When this habit is not formed, the person will 
consult the dictionary for the pronunciation and pay 
no attention to the spelling, and so when he comes 
to write the word he is apt to spell it incorrectly. 
Have the child : 

1. Pronounce the word correctly. 

2. Notice the shape of the word. 

3. Name the letters in the word. 

4. Copy the word. 



264 THE SCIENCE OP THE MIND 

5. Write the word from memory. 

G. Wi'ite a sentence in which the word occurs. 

7. Practice this in all the recitations. 

Spelling Classes. — Spelling- should he learned princi- 
pally in the different recitations. And often it is 
enough to make good spellers. Yet sometimes spell- 
ing classes are necessaiy. In primary classes, how- 
ever, no spelling-book should be used : for children 
study the column of words and remember them by 
associating them with the place where they are found. 
In this way they learn to spell every word in the book, 
and can do so if they know in which lesson it occurs. 
Yet in writing a letter they misspell the commonest 
words. 

Use the reader or any one of their text-books. Tell 
the class to read over a certain lesson or page, and 
select out all the words that they think they might 
misspell. Let them copy these words on their slates 
and study them. 

In the spelling-class let the teacher read a sentence 
and then pronounce such words as he wishes them to 
spell. 

If there are certain words which you wish them to 
learn, write short sentences on the board and put as 
many of the words in one sentence as is convenient, 
and use no word that they would not use in conver- 
sation. 

In the class erase the work and dictate the sentences, 
and let them write the whole sentence or the particular 
words as you think best. 

That the class may be more active it is well some- 
times to appoint certain members to arrange a list of 
words which are used' in a dry goods store, grocery, or 



APPLIED TO TEACHING. 2G5 

in any profession or occupation. This method can he 
made to cover a large field. Names of men, animals, 
countries, towns, rivers, etc. Have a list placed on the 
hoard and all copy them and study them. Of course 
you will explain that they must think of a word, then 
consult the dictionary for the correct spelling - . 

Correcting' false orthography is an excellent method. 
Write sentences on the hoard misspelling the words 
which they would most likely misspell. Ask them to 
criticise the work, the dictionary heing authority. Let 
them copy the work, correcting all errors in spelling' 
and capitals. In class dictate the sentences to them. 
Spell for them all the words that were at first mis- 
spelled, let them mark those which they misspelled. 
It is very important to correct misspelled words, hut 
how to dothis will he given further on. 

Spelling in Secondary Classes.— Pupils who have 
reached the Third Reader should have a spelling exer- 
cise each day. The words should he gathered in the 
same way as with primary pupils. 

Oral Spelling. — Spelling is of no use at all except in 
writing and therefore most of the spelling exercises 
should he in writing. Yet oral spelling being a quicker 
and more convenient exercise may he employed where 
brevity is an object. At the close of the recitation in 
any branch of study 3^011 take a few minutes for spell- 
ing the new words. Let these be spelled orally. It is 
well also to have a spelling contest occasionally, and 
you can conduct this more satisfactorily orally than 
in writing. 

Written Spelling. — Children learn best by doing. 
Therefore written spelling has many advantages over 
oral spelling'. 



2G6 THE SCIENCE OP THE MIND 

The following- method has always produced excel- 
lent results : 

After the class has had the opportunity to study the 
lesson, let them sit so that no unfairness can take 
place; pronounce the words to them, and they write 
them on their slates. When, perhaps, twenty-live words 
have been pronounced, ask some pupil to spell all the 
words as he has them, or each pupil may spell a word 
in turn. When any one objects to the spelling-, let 
him raise his hand. Ask each one who raises his hand 
to give his spelling. Decide which is correct, and 
let each who spelled it incorrectly, write the correct 
spelling opposite the misspelled word. Proceed in 
this way until all the words have been examined. 
Observe carefully the following points : 

1. Have the lesson studied. . 

2. Pronounce a word but once. 

3. Insist upon neat work. 

4. Examine the work yourself. 

5. Keep a record of their per cents. 

G. A mistake in capitals, is a mistake in spelling. 

7. Count one per cent off for misspelled words. 

8. Count five per cent off for words omitted, or 

mistakes not marked. 

9. Let each pupil mark his own per cents, but you 

examine them to see whether his record is 
correct. 

10. Let each pupil correct his mistakes. 

11. Have frequent reviews of misspelled words. 
Each pupil should have a blank-book ruled into 

columns. At the head of the one he places his own 
name, at the head of the other, the name of the 
dictionary which is his authority. In his own column 



APPLIED TO TEACHING. 267 

he writes his own incorrect spelling", in the other that 
given by his dictionary. At the end of the week, take 
these hooks and pronounce to him the words which he 
misspelled. He is provided with slate and pencil, 
pronounce to one all his words, to the next one his, 
and so on until all are finished. Or you might ask the 
pupils during some part of the day to write their 
names on the hoard, with the words as they spelled 
them under the name. At the recitation hour, let 
each one write the correct spelling opposite the incor- 
rect. If this requires too much work to he practicable, 
let each pupil copy his incorrect spelling on his slate, 
before proceeding- with the recitation, examine all the 
slates to avoid unfairness, and let each write the 
correct spelling opposite. This association of the 
correct with the incorrect must produce the desired 
result. 

At the end of the month have a contest in spelling 
the words misspelled during* the month. You have 
their record for the month. Arrange the pupils into 
two divisions according to their record. Placing the 
highest oh one side, the next highest on the other, and 
so on alternately until all are in their places. Pro- 
nounce the words, a word to each pupil in turn, if any 
one misspells a word let those on the other side raise a 
hand, call on one to correct the error, if he fails let the 
other side raise hands, if one of them corrects it, record 
one against each side, but if he fails, call on the other 
side. If any one raises a hand when a word has been 
correctly spelled, record an error against his division. 
If the class is a very good one it might be well to count 
as many mistakes against a side, as there are hands 
that fail to come up. This method is exceedingly in- 



268 THE SCIENCE OP THE MIND 

teresting, and secures the attention of every pupil to 
every word. 

Orthography for Advanced Classes. — When pu- 
pils have advanced into the Fifth Reader they should 
study orthography as a science. Let them make a 
thorough study of the parts of the grammar devoted 
to it. 

Study the rules for spelling, and give daily drill up- 
on them for many weeks until they are so well learned 
that they will he ever present in the mind. Ar- 
range a long list of words that come under the rules 
and the exceptions, and as the pupil spells them either 
orally or in writing, let him give the rule or the ex- 
ception. 

Webster gives a complete list of words which are 
spelled in two or more ways. Select from this list such 
words as the pupil will be likely to use, and give thor- 
ough drill in their spelling, recpjiring the pupil to give 
both spellings and to say which is preferable. 

Spelling derivatives is an excellent practice. First 
learn well the meaning of prefixes and suffixes. For 
a while, at first, the teacher should arrange lists of 
derivatives ; require the pupil to learn the correct pro- 
nounciation, and how to indicate this by diacritical 
marks ; the origin of the word ; define the word ; and 
give correct spelling', and if it comes under a rule give 
that. The recitation can be conducted in the usual 
way. Let them write the word marking its pronoun- 
ciation and let the origin and definition be given orally. 
When this method has made the pupil familiar with 
derivatives, let each pupil make a list of words de- 
rived from a certain stem. Compare lists and make 
as complete a list as possible. Then give thorough 
drill upon this list as before. 



APPLIED TO TEACHING. 269 

This method is very useful as it shows that words 
are not arbitrary signs, but that each syllable of the 
word means something'. It will lead the pupil to see 
the beauty, force and interesting" history of the Eng- 
lish language. 

To assist the teacher in this method the following is 
taken from " Rhetoric Made Racy" : 

STUDIES IN DERIVATION OF WORDS. 

' ' With the help of any good English dictionary, such 
as Webster's National Pictorial, or Webster's or 
Worcester's Unabridged Dictionaries, the Engiish 
scholar may pursue his study of English derivation 
with great profit. He sees what appears to be a com- 
mon element in two words, and turns to the dictionary 
to find his supposition confirmed or denied. If his 
supposition be wrong he may learn an unsuspected 
fact of great interest and value. If his supposition be 
found correct he has the same kind of satisfaction as 
any other Columbus or LeVerrier. 

"He notes the words 'face,' 'surface,' 'deface,' 
' efface,' ' preface,' and supposes they may have a 
common meaning as well as a common syllable. 
He finds that ' face ' is from a word meaning ' to 
make ' ; that it means, primarily, the make — hence 
the shape, form, exterior form, of anything. The 
' surface ' is the super-face, the over, upper, face 
(compare 'surname,' 'surmount'). To 'deface' is 
to mar the face or form. To ' efface ' is to destroy 
the form. But face in ' preface ' he finds to be of 
wholly different origin, from a word meaning ' to 
speak. ' These inquiries may suggest to him ' effect ' 
and ' infect ' as possibly having some kinship of deri- 
vation and meaning, and on inquiry of his silent teach- 



270 THE SCIENCE OF THE MIND 

er, the dictionary, he finds that they are recognized 
as from the same word, meaning" ' to make,' that an 
' effect ' is that which has heen wrought out, and 
that to ' infect ' is to make in, to put in, as, to infect 
with disease. He follows up other suggestions, learn- 
ing that ' affect ' and ' defect ' have in their use and 
from their derivation the meaning of this same orig- 
inal word, 'to make.' Looking further he finds many 
English words having remoter resemblances developed 
in form and meaning- from the same : efficient, efficiency; 
deficient, deficiency ; sufficient, sufficiency ; proficient, 
proficiency ; efficacious ; suffice ; effective, defective, 
defection ; affection, affectation ; infectious ; fact, fac- 
tor, factory, manufactory, refectory, confection, confec- 
tionery ; faction, factious ; factitious ; perfect, perfec- 
tion ; prefect ; superficial ; facile, facility, faculty, dif- 
ficult, difficulty; amplify, amplification, beautify, 
beatify, beatific, beatification, certify, certificate, cer- 
tification, clarify, clarification, classify, classification, 
codify, codification, deify, deification, dignify, edify, 
edifice, edification, falsify, falsification, fortify, fortifi- 
cation, fructify, fructification, glorify, glorification, 
gratify, gratification, horrify, horrific, identify, identi- 
fication, indemnify, indemnification, intensify, intensi- 
fication, justify, justification, liquefy, liquefaction, 
magnify, magnificent, modify, modification, munifi- 
cent, mystify, mystification, mollify, mortify, mortifi- 
cation, notify, notification, nullify, nullification, ossify, 
ossification, pacify, pacific, pacification, petrify, petri- 
faction, purify, purification, putrefy, putrefaction, 
qualify, qualification, ramify, ramification, rarefy, 
rarefaction, ratify, ratification, rectify, rectification, 
sanctify, sanctification, satisfy, satisfaction, scarify, 
scarification, simplify, simplification, signify, signifi- 



APPLIED TO TEACHING. 271 

cant, signification, stultify, stultification, stupefy, 
stupefaction, terrify, terrific, testify, verify, verifica- 
tion, vivify, vivific, vivification, versify, versification, 
vilify, vilification (but not crucify or defy ; happify, 
countrified, sometimes used, are not in the dictionary); 
profit, benefit, benefice, benefaction, beneficent, com- 
fit, counterfeit, forfeit, surfeit, office, officer, officious, 
officiate, artifice, artificer, orifice, sacrifice, sacrificial, 
prolific, traffic, fabric, fabricate, frig-ate, forge, forger, 
profit, fashion, facade, fiat, malfeasance, pontiff, feat, 
defeat, feature, affair, feasible. 

" Here are more than one hundred and eighty words 
derived from one root, meaning 1 " to make." The 
root meaning " to place " gives not less than two hun- 
dred and fifty English words, among which are com- 
pose, composite, compositor, composition, component, 
compost ; depose, deposit, deponent, deposition, depot ; 
apposite, apposition ; ex — , im — , inter — , op — , pre — , 
pro — , pur — , post — , re — , sup — , super — . 

" Twelve roots enter into the composition of twenty- 
jive hundred English words." 

USE OP THE MOTHER TONGUE. 

The object of education is to develop and train the 
thinking power. Thought and expression are very 
closely related. If the thinking is clear, consistent and 
vigorous, expression will usually be so. Right expres- 
sion stimulates right thinking in another. Poor ex- 
pression cripples thought. 

Thought is first importance and expression is second- 
ary. The teachers first object should be to awaken 
thought. His second, to give it proper expression. 
Expression should never be cultivated for its own sake, 
but should be cultivated as the means of showing what 



272 THE SCIENCE OF THE MIND 

the thought is. The aim should be to express the 
thought correctly, completely and effectively. To 
teach the correct and efficient use of the mother ton- 
gue becomes, therefore, of greatest importance. And 
if any thing must be neglected let it be some thing else 
but not language lessons. It should begin when the 
child begins to talk and continue all through his life. 
For it is only by a good knowledge of language that he 
can get the thoughts of others, and only by skill in the 
use of language that he can make his own thought 
effective. 

If the pupil would learn to think he must think. If 
he would learn to talk or write, he must first think 
and then talk or write. He must learn by doing. 
There is no other way, if he would learn to use the 
mother tongue he must use it. English Grammar is 
said to teach how to speak and write the English lan- 
guage correctly. It does nothing of the kind. Cor- 
rect speaking is a habit formed by repeated imitation 
of correct speaking. Grammar is of very little aid. To 
learn good English children must hear, see, and use 
good English. The usefulness of Grammar is in this, 
that when the mind has been sufficiently developed to 
comprehend abstract subjects, it enables the student 
to understand the science of the language. It enables 
him to better understand the power and beauty of the 
language, and thus opens to him a great field of truth. 
By entering this field he will expand and liberate his 
mental faculties, which will give him a broader and 
more masterly knowledge of man and his history. But 
correct speaking and writing is a habit and can be 
formed only by practice. 

The true method of teaching the use of the mother- 
tongue must possess the following features : 



APPLIED TO TEACHING. 273 

1. It must begin when the child, begins school. 

2. It must make the thought the primary and ex- 
pression the secondarj^ object. 

3. It must secure oral expression. 

4. It must secure written expression. 

5. It must awaken thought and make expression a 
pleasure. 

(i. It must lead gradually to a knowledge of the 
science of language. 

7. It must make Composition natural and easy. 

Grammar is the science of language and includes 
Orthography, Etymology, Syntax and Rhetoric. If 
the pupils have been properly taught in language they 
will find grammar very interesting, and when they 
have completed the first three parts they will find 
Rhetoric fascinating. For here they learn to appre- 
ciate good thoughts and expression, their work in com- 
position has paved the way so that their own efforts 
at composition will be pleasant. Having completed 
these studies they are able to explore the vast field of 
Literature and enjoy its invaluable treasures. 

Direction for the first language work will be found 
under methods of teaching the First and Second 
Reader. When they can enter the Third they should 
take up the regular course in the mother-tongue. 
Prof. W. B. Powell has prepared two books. " How 
to Talk" and "How to Write" that are as nearly 
faultless as books can be.* They should be in every 
school in the land. At least every teacher should have 
them that he may learn how to teach language. By 
permission of the author the following pages are in- 
serted and they will g*ive a better idea of the true 
method than any amount of description can do : 
* Published by Cowperthwait & Co., Philadelphia. 



2T4 



THE SCIENCE OF THE MIND 



How to Talk. 



Lesson I. 

Nouns and their Forms. 

The word cat is the name of this animal. 

The form of the word that 
means more than one is cats. 

The name cat means but 
one, and is the singular 
form. 

The name cats means 
more than one, and is the plural form. 





The word dog is the name 
of this animal. 

The form of the word that 
means more than one is dogs. 

What form is the name dog ? 
What form is the name dogs? 



What form is the name hat? 
The name hat is the 

What form is the name hats? 
live name hats is the 




APPLIED TO TEACHING. 



275 



What is the plural form of the name rat ? 
is the plural form of the name rat. 




What is the name of this 
=_ animal ? 

is the name of 



p. this animal. 

vVhat is the plural form 
' of this name ? 

is the plural 



form of bird. 



"Definition: A name is a noun. 

Write the plural forms of these nouns : 



COW 


book 


slate 


desk 


squirrel 


apron 


scarf 


toy 


roof 


animal 


monkey 


shoe 


hat 


dog 


rat 


frog 


girl 


noun 


pencil 


lamp 


Write tin 


3 singular forms of these nouns : 


pictures 


robins 


pianos 


hands 


clocks 


goats 


rabbits 


zeros 


mittens 


cloaks 


weeks 


cuffs 


skates 


boots 


trees 


birds 


bats 


mats 


stars 


nouns 



What is added to the singular form to make the plural form? 
How is the plural form of these nouns made ? 

Write and learn the following : 

Law : The plural form of most nouns is made by adding 
8 to the singular form. 



276 



THE SCIENCE OF THE MIND 



Lesson 


II. 


Verbs. 




The rat runs. 


X^^g t# 


What word tells what the 


^^ySlliifMk: 


rat does? 


^^ _^^, -.^•'^araF'^ 


The word tails 
what the rat does. 


^SH^^f 


The word runs is an 


action word. 



The boy hops. 

What word tells what the boy does? 
What is the word hops ? 
The word liops is an . . 




What does the bat do ? 
The bat _. 

What is the word flies 9 
The word flies is an 



Write and learn the following : 
Definition : A word that expresses action is a verb. 

Use an action word in each of the following blanks: 



H^id^L 



XO/ti^/- 




APPLIED TO TEACHING. 



277 



C^fyU^L 



^AXn^L 



c^-t^u- 



trpudy- 



ZtjfrU44, 



Write twenty words that express action. 



Nothing adds more to the beauty of speech than correct 
pronunciation. 

In the following lists are words that are often pronounced 
incorrectly. Pattern words, in bold type, are given to show 
how to pronounce the other words. 

Pronounce the words carefully and distinctly. 

Drill yourself on each list until correct work is a habit. 

List for Pronunciation. I. 

(Drill Exercise : two minutes long.) 

Give the sound of o as heard in the word clock. Give it 
five times. Put this sound into each of the following words. 
Pronounce the list rapidly : 



o 


o 


o 


o 


clock 


gone 


office 


log 


sod 


cotton 


fog 


frost 


soft 


not 


borrow 


hod 


cloth 


dog 


cobweb 


frog 


wrong 


bottle 


on 


moss 






THE SCIENCE OF THE MIND 



Composition I, 

(Oral.) 




What does this picture represent ? 

1. This picture represents a boy and a girl mak- 
ing a garden. 

Where is the girl ? 

2. The girl is kneeling on the ground. 

What is she doing? 

3. She is looking at a paper of small black seeds 
which site holds in her hands. 

Where is the boy ? 

4- The boy stands in front of the girl. 

What has he in his right hand ? 

5. The boy has a spade in his right hand. 

What is he doing ? 

6. He is leaning toward the girl and pointing to 
the seeds with the fore-finger of his left hand. 



APPLIED TO TEACHING. 279 

What is behind the boy ? 

7. Behind the boy is a large watering-pot. 
What is back of the girl ? 

8. Baek of the girl is a bench on which are sev~ 
eral pots of plants. 

Unite the second and third answers, omitting unnecessary- 
words. 

The girl is kneeling on the ground looking at a 
paper of small black seeds which she holds in her 
hands. 

Unite the fourth and fifth answers, omitting unnecessary 
words. 

The boy stands in front of the girl, and has a 
spade in his right hand. 



A Description of a Picture. 
Making a Garden, 

This picture represents a boy and a girl making 
a garden. 

The girl is kneeling on the ground looking at a 
paper of small black seeds ivhich she holds in her 
hands. The boy stands in front of the girl, and has 
a spade in his right hand. He is leaning toward 
the girl and pointing to the seeds with the fore-fin- 
ger of his left hand. 

Behind the boy is a watering-pot. 

Back of the girl is a bench on which are several 
pots of plants. 



280 



THE SCIENCE OF THE MIND 



Comjyosition II. 



(Oral.) 



driving 

between 

several 

facing 

strike 

hammer 



toward 

thumb 

chisel 

turned 

heavy 

nails 




What does this picture represent? 
What is the position of the girl ? What is she doing ? 
Where is the boy ? What is he about to do ? With what 
is he about to strike the nail ? 

What are on the floor near the boy ? 
What is back of the girl ? 
Describe this picture. 

Composition III. 



(Okal.) 




shooting 

rests 

mark 



What does this picture represent? 
What is the position of the boy ? 

What has the boy in his hands ? In what position are the 
bow and arrow? Where is the tree? 
Describe this picture. 



APPLIED TO TEACHING. 



281 



pillow 

holds 

stool 



talking 



lies 



Composition IV. 

(Oral.) 




Describe this picture. 





Composition V. 








(Oral.) 




narrow 






edge 


rolling 

braid 

beneath 




% 5f Wfjj^ 


fancy 

buckle 

crown 



What kind of crown has this hat ? What kind of rim has 
it? How is the edge of the rim finished? 

What is around the crown ? Where is the band fastened ? 
Beneath what is it fastened ? 

Describe this hat. Place your own hat on the desk and 
describe it. 



282 



THE SCIENCE OF THE MIND 




Lesson XXXVIII. 

The Verb Sit. 

The boy sits in a chair. 

You sit in a chair. 

The cat sits in the boy's lap-. 

The boy sat in the chair. 

The cat sat in his lap. 

The word sit means rest. 

" You sit in this chair " means You rest in this chair. 

The word sits means rests. 

•' The boy sits in a chair " means The boy rests in a chair. 

The word sat means rested. 

" The boy sat in a chair " means The boy rested in a chair. 

What time is expressed in the first sentence? in the sec- 
ond? in the fourth? 

Define the present forms ; the past form. 

The forms of the verb sit are : 



Present Forms. 

sit sits 



Pasi Form. 

sat 



Complete Form. 

sat 



Notice that two of the forms of sit are alike. 

Which are they ? 

Define the words have sat, has sat and had sat. 

Fill each blank with a form of sit : 

1. Jennie with me. 

2. Will yoiv with me? 

3. The tub in the corner. 



APPLIED 'TO TEACHING. 283 

4- The dress well. 

5. Does the coat well? 

6. Tow wp late last night. 

7. I have in this chair' many times. 

8. If you are willing, I will in this chair. 

9. You in it yesterday. 

10. Has the lamp on the table all day? 

11. May and Lottie together. 

12. He had . in this chair before yesterday. 

Composition XXIV, 

(Oral and Written.) 







,^u,^:tx:M *gsk **r%* 



<£3B£* 

Tell the story suggested by this picture, using the forms of 
the verb sit. 



Lesson XXXIX. 

The Verb Set. 

You set the pitcher on the table. 
He sets the pitcher on the table. 
He set the pitcher on the table yesterday. 

The word set means place or put. 

" You set the pitcher on the table " means You place the 
pitcher on the table. 



284 



THE SCIENCE OP THE MIND 



Composition XXXII. 

(Oral and Written.) 
TRY AGAIN. 




Harry 
playful 

castle 
morning 
building 
tower 

busy 
blocks 

What is Harry doing? 
What does the block which 
he is now placing represent? 



angry 
naughty 



caught 



What was Harry doing one 
morning? What happened as 
he was putting on the last block? 



(1 



irow 




Of what is this a picture ? 
What is he about to do ? 



sister 

crying 

Jennie 



Of what is this a picture ? What 
i? Sister Jennie doing? Why does 
she do this? What is Harry doing? 



How did Harry feel ? What 
did he say? What did he do? 




What did Sister Jennie do ? 
WW? What did she say? 
What did Harry do ? 



APPLIED TO TEACHING. 



2S5 




Of what is this a picture ? Who came ? 

Who is coming ? 
What does she hear? 



What did she hear? 




Where is Harry ? 
What is mamma doing ? 



What did mamma do? 




What have they ? 
What is Harry doing? 
How does he look ? 



What did Harry do after the castle 
was completed? How did he feel? 
What lesson did he learn? 



Write a description of each picture. 

Write the story suggested by these pictures. 



286 



THE SCIENCE OF THE MIND 



Composition XXXIII, 

(Oral and Written.) 




Write a description of each picture. 

Tell the story suggested by these pictures. 



APPLIED TO TEACHING. 



Composition, XXXIV, 

(Oral and Written.) 




Describe each picture. Tell the story suggested. 



288 THE SCIENCE OF THE MIND 

These pages are taken from different places in 
" How to Talk " and give a fair idea of the work. The 
exercises are well arranged, advancing gradually from 
easy to difficult. "How to Write," is a continuation 
of "How to Talk." The work in technical grammar 
is a little more advanced and is a review of that in 
" How to Talk." Then comes work in which punctua- 
tion and the choice of words receives special attention. 
The second part of the work is deVoted to composition. 
This is an excellent introduction to technical rhetoric 
as part first is to grammar. " How to Talk " should 
he used hy Third and Fourth Reader pupils and 
" How to Write" hy Fifth Reader pupils. Technical 
Grammar should he begun when Part I of " How to 
Write " has been completed. 

The following pages will give a good idea of how 
composition should he taught : 



APPLIED TO TEACHING. 



2S9 



PART II. 



COMPOSITION -DESCRIPTION. 



Composition I, 






THE DUCK. 

The duck is a bird of medium size, with a body 
shaped somewhat like a boat and covered with soft, 
downy feathers. 

It has a narrow head and a broad, flat bill. Its 
neck is short and slender. The wings are rather 
small and the tail is short. Its legs are placed far 
back on the body and are widely separated. The 
three front toes of each foot are united by a web. 
The hind toe is free and is slightly elevated. 

The duck is fitted for swimming, by the shape 
and the covering of its body, and also by the posi- 
tion and structure of its legs and feet, and it 
spends much of its time on the water. 



290 



THE SCIENCE OF THE MIND 



I wish you to write a description of the duck. 

You will be helped in your work by noticing the points in 
the description given. Look at the picture, then carefully read 
the description again, and note as follows : 

1. Size, shape and covering. 

2. Head and its parts. 

3. Neck. 

4. Wings. 

5. Tail. 

6. Legs, feet and toes. 

7. Habits — how known. 

Before you try to describe an object you should select for 
your description the points which will best represent the object 
to the mind of him who listens. 

You will be helped further if you will adopt some order in 
giving the points that you have selected to talk about. Note 
the order above. A careful selection of the points, and a care- 
ful arrangement of the points selected, aid alike the speaker 
and the listener, the writer and the reader. 

Composition II. 






Look at the picture and answer the questions on the next 
page ; then write a description of the gull. 



APPLIED TO TEACHING. 



291 



THE GULL. 

1. What is the size and general shape of this 
bird? 

2. What is the character of its covering? 

3. What is the size and shape of the head? 

Jj.. What is the size, and what the shape, of the 
bill? 

5. What hind of wings and tail has the gull? 

6. What kind of legs has the gull, and where are 
they placed? 

7. What hind of feet has the gull? 

It will be helpful to present to view the selected points be- 
fore the work of writing is begun. The following is suggested: 



Topical Outline. 

General Appear- 
ance 



Description of 
the Gull 



Size, 
Shape, 
I Covering, 
Color. 



' Head and parts, 
Neck, 

Parts \ Wings, 

Tail, 

Legs, feet, toes. 

HABITS { How known. 



ono 



THE SCIENCE OF THE MIND 



Composition III. 




THE HAWK. 



Write a description of the hawk, referring to the picture 
and following the given outline. 



Topical Outline. 



Description of 
the Hawk 







Size, 


General Appear- 

- 

ANCE 


Shape, 

Covering, 

Color. 


Parts 


Head - 

Neck, 
Tail, 
Legs, feet. 


Shape, 
Eyes, 
^ Bill; 



Habits { How known. 



APPLIED TO TEACHING. 



293 



Composition XXXIII. 

-^ .AM 




PLAYING SOLDIER. 

Write a description of this picture, following the given outline. 

Topical Outline. 

Subject of Pictuke. 
Location of Scene. 



Description 

of a 

Picture 

("Playing 

Soldier") 



Principal 
Figures 



Surround- 1 
ing Ob- • 

JECTS 



Chil- 
dren 

Bear 

Woman 

Wagon, 
Chair. 



Size, 

Position, 

Occupation. 

Size, 

Position, 

Occupation. 

(Position, 
Appearance. 



294 



THE SCIENCE OF THE MIND 



Composition XXXIV. 







■if >> ' ■ I 




' =Sy» " =-5- 



Name the subject of this picture and write a description of 
it, selecting the points and arranging them in the form of an 
outline before beginning to write. 



Composition XXXV, 




Name the subject of this picture and write a description of 
it, selecting the points and arranging them in the form of an 
outline before beginning to write. 



APPLIED TO TEACHING. 



295 



3. Death of Mr. Armstrong. 

4. Young Armstrong charged with the death of an 
associate. 

5. Mr. Lincoln's action in the case. 

6. The trial and result. 

7. Gratitude of the Armstrongs. 

Composition LXII, 

THE HUNTER AND THE LION. 

A hunter, while crossing a field on his way home, 
saw a large lion close by watching him. The hun- 
ter, having exhausted his supply of bullets, and 
knowing he could not escape the lion by running, 




looked about for a safe hiding-place. But the 
field was bare and offered no protecting retreat, 
and the hunter soon saw that but one chance re- 
mained — that of deceiving the lion. So he crept 



296 



THE SCIENCE OF THE MIND 



along the ledge of a high cliff and hid himself 
behind a large rock. He then took his hat and 




coat and fixed them on his gun, so .as to make 
them look like a man. As soon as the hunter saw 
the lion approaching he held the gun, thus dressed, 




above the rock. The lion made a spring at what 
he supposed to be the man, leaped over the cliff 
where the hunter was concealed, and was dashed 
in pieces on the rocks below. The hunter descended 



APPLIED TO TEACHING. 



29^ 



and recovered his hat and coat, but found his gun 
shattered in pieces. As he looked at the lifeless 




form, of the lion he ivas filled with thankfulness 
for his own deliverance. 



The Hunter 
and Lion 



Meeting of hunter and lion, 
Hunter's search for a place of safety, 
Secretion of hunter, 
Arrangement of gun, 
Approach of lion, 
Death of lion, 
Recovery of hat and coat, 
Thankfulness of hunter. 



Write a reproduction of the foregoing story, referring to 
the pictures while writing. In writing this reproduction, you 
will be aided by noting the principal points that have been 
selected and the order in which they have been arranged, as 
shown in the outline. 



298 



THE SCIENCE OF THE MIND 



Composition LXV. 

THE NARROW ESCAPE. 




Z I 




fTOI 




APPLIED TO TEACHING. 



299 









300 



THE SCIENCE OP THE MIND 



The 
Narrow 
Escape 



INTRODUCTION { The reading of the story. 

' Occupation of the boy, 
Accident, 
DISCUSSION \ Rescue from the stream, 

Restoration to life, 
Joy of the dog. 

CONCLUSION { Advice given to the boys. 



Composition LXV1, 

FRANK'S FIRST ATTEMPT AT SKATING. 




— iE9nSi 



isgl 








APPLIED TO TEACHING. 



301 



Composition CI* 





THE TWO WINDOWS. 



302 



THE SCIENCE OF THE MIND 



The Two 
Windows 



TION 



Discus- 
sion 



r INTRODUC- f Object of displaying goods in 
( .show windows. 

' Location 
Size 
Glass 

Cleanliness 
- Goods contained j- 
therein 
Arrangement of 

goods 
General effect 

The thoughts suggested by the 
two windows — the one tell- 
ing of happiness and wealth ; 
the other, of want and suf- 
fering. 



Like- 
nesses, 
Differ- 
ences. . 



Conclu- 
sion 



Write a composition, comparing the two windows and draw- 
ing conclusions therefrom. Follow the given outline while 
writing. 



Composition €11. 

WITHIN AND WITHOUT. 

The twilight shadows come and go 

Upon the window-pane, 
While, from without, the wintry wind 

Keeps up a sad refrain. 

Within, the firelight plays 

Across the nursery floor, 
And Jack Frost knocks in vain the while 

Upon my nursery door. 



APPLIED TO TEACHING. 



303 



" Without, are hunger, cold and pain, 

And aching heads and hearts, 

And weary limbs and hopeless eyes, 

From which fear ne'er departs. 

" Within, are gay and happy hearts, 
And feast, and game, and song, 
And limbs unwearied, save with play 
That lasts the whole day long." 



Within 

and 
Without 



Introduc- 
tion 


f (Wanting 


) 






' Shadows, 
Wintry wind, 
Hunger, 
Cold, 




Without - 


Pain, 

Aching heads and 
hearts, 


Discus- 




Weary limbs, 


sion 




Hopeless eyes. 

Firelight, 

Gay and happy 
hearts, 




Within - 


Feast, 
Game, 

Song, 






Unwearied limbs. 


CONCLU- 1 




SION 


(Wanting.} 





304 THE SCIENCE OF THE MIND 

Composition CIII. 

NOW AND THEN. 



Playing by the stream, 
Full of peace and joy, 

Life a pleasant dream, 
Happy little boy ! 

Tiny hopes afloat 

In a fairy boat — 

Boat that needs no oar. 

Ah ! so near the shore ! 



Standing by the stream, 

With a care-wrapt brow, 
Life no more a dream, 
But a waking now. 
Hopes far out of sight, 
Borne with tempest might 
O'er the misty main, 
Ne'er to come again. 

— Matthias Barr. 



Transform the above poem. Make an outline before begin- 
ning to write. 

Composition CIV. 

THE H E R I TAG E. 

The rich man's son inherits lands, 

And piles of brick and stone and gold ; 

And he inherits soft white hands, 
And tender flesh that fears the cold ; 
Nor dares to wear a garment old ; 

A heritage, it seems to me, 

One would not care to hold in fee. 

The rich man's son inherits cares : 

The bank may break, the factory burn ; 

Some breath may burst his bubble shares ; 
And soft white hands would hardly earn 
A living that would suit his turn ; 

A heritage, it seems to me, 

One would not care to hold in fee. 

The rich man's son inherits wants : 
His stomach craves for dainty fare; 



APPLIED TO TEACHING. 305 



GRAMMAR. 



Technical Grammar is a study which deals largely 
in abstract ideas. Before the student can pursue it 
with interest and profit he must be matured in years 
and have a fair supply of general knowledge. Thir- 
teen or fourteen years of ag'e is early enough for one 
who has had the best advantages to begin the study. 
If the work in language has been well done, one or two 
terms is all that is necessary to master English gram- 
mar. 

The work in language has been almost entirely syn- 
thetic, and that is as it should be ; for it is the order of 
nature. This synthetic study of language prepares 
for studying it analytically. Grammar can be best 
studied analytically. It is more interesting and gives 
just the mental exercise that is required at that period 
of advancement. Grammar gives not only that use- 
ful knowledge which is the entrance to a wider field 
beyond, but it affords also that mental exercise which 
sets free the reasoning faculties and makes the mind 
capable of its highest activhVy. In teaching it, its use- 
fulness as a preparatory study and a mental drill 
should be kept constantly in mind. 

How to Teach Grammar. — It is best to begin with 
syntax, for before the student can understand the re- 
lation of words in the sentence he must understand the 
sentence as a whole. Yet it is not best to take up the 
subject of syntax with the intention of completing it 
before taking up another. The student should get a 
clear idea of the subject and be able to apply his 
knowledge in easy exercises. Give him a clear under- 
standing of the whole subject, the principal and sub- 



306 THE SCIENCE OF THE MIND 

ordinate elements, and secure skill in the analysis of 
easy sentences, and then take up the subject of et3 r - 
mology. In this, too, master the principles and apply 
them in parsing 1 easy constructions. Be careful not to 
increase difficulties too fast. 

The student is now prepared to take up difficult work 
in both syntax and etymology. And now these sub- 
jects should be studied together. The one will help 
in the thorough mastery of the other. Take difficult 
sentences from Shakespere or Milton, analyze them 
and parse all difficult words on those which illustrate 
a rule of grammar. 

Objects to gain by the Study of Grammar : 

1. Seek to impart a knowledge of correct English. 

2. Seek to secure close application of the thinking 

faculties. 

3. Seek to develop the power of logical analysis. 

4. Seek to develop the power of accurate defini- 

tion. 

5. Seek to establish reliance upon the students 

own judgment. 

A Knowledge of Correct English. — Correct speech 
is a habit formed by imitating those who speak cor- 
rectly. But if a child has not formed this habit the 
study of grammar will aid him, as it shows when ami 
why his language is correct. You should require 
pupils to criticise each other's work, not that only 
which is written but their spoken language as well. 
Let it be understood that at school among pupils that 
a criticism is an act of kindness and not of impolite- 
ness as it would be in any oilier place. 

Close Application, of the Thinking Faculties. — 
This can be secured by making accuracy in their exer- 



APPLIED TO TEACHING. 307 

cises one of the main objects. Let them understand 
that a little mistake is as bad as a great one. This 
end is best secured by writing" the exercises. It gives 
the student a better opportunity to discover his own 
mistakes. For while he is writing his thought the 
mind has time to discover a mistake which in the 
hurry of silent study would go unnoticed. Require 
each member of the class to criticise any work which 
does not accord with his own ideas. This can be best 
done by one student writing his exercise on the board. 
He recites it and each student compares his own writ- 
ten work with it, and raises his hand when it does not 
agree with the one who is reciting. You then call on 
all in turn to state the criticism, and permit the one 
who is reciting to answer the criticisms if he wishes to 
do so. Or let each student in turn read his work from 
his exercise book, and let the others criticise in the 
same way. This method secures the attention of all, 
and enables each one to compare his work with others 
and to learn wherein he is in error. 

Parsing and analysis are the best exercises of the 
school to secure close application of the mental powers. 
There are so many points to be kept in mind, that un- 
less the student is very careful, he will make a mistake. 
In parsing, you should have an established order of 
describing the word, for this will aid others to com- 
pare their work with that which is being recited. Then 
you should insist on definite statements, and not per- 
mit them to recite in general terms. 

In the sentence, " The man who studies will learn," 
parse who. The student may do it in this wise, " Who 
is a pronoun, relative, agreeing- with its antecedent in 
3d person, singular number, masculine gender, accord 



308 THE SCIENCE OF THE MIND 

ing to the rule: "A pronoun must agree with its 
antecedent in person, number and gender ; nominative 
case, according to the rule. "The subject of a pro- 
position is in the nominative case." 

This work is of little benefit to the student ; for the 
greater part of it may be guess work instead of knowl- 
edge. He should say : Who is a pronoun, relative, 
its antecedent is " man," with which it agrees in 3d 
person, singular number, masculine gender, according 
to the rule ; " Pronouns must agree with their antece- 
dents in gender, person and number;" declension, 
sing., nom., who, possessive whose, objective whom, 
'plural the same. It is of the nominative case, being 
the subject of the verb " studies," according to the rule : 
" The subject of a finite verb is in the nominative case." 
If the student is required to make his statements 
definitely, he will often discover his own mistake before 
writing his work, and if he does not, the other members 
of the class or the teacher can tell at once in what 
particular the student has failed to get the exact 
truth. 

Logical Analysis. — No study of the school is better 
adapted to develop the power to analyze a subject 
than is Grammar. And it should be made to do its 
whole duty in this particular. In both Syntax and 
Etymology, the pupil should be required to make out- 
lines of every subject. Each pupil should make his 
own according to his own idea of the subject, and then 
the work should be criticised by pupils and teacher. 
The teacher should at first outline a subject for them, 
but when they get the idea, the pupils should do the 
work unaided. A subject should not be considered 
finished until the student can make an outline of it 



APPLIED TO TEACHING. 309 

unaided by a book. Nor should he make it from 
memory, but make it from a knowledge of the subject, 
and of the logical arrangement of the subject matter. 

The exponential system is a good one, and is especi- 
ally suitable for work that is to be preserved. The 
following will serve as an example : 

Noun. 

I 1 Definition. 
2 1 Classes. 
I 2 Proper. 
I 3 Def. 
2 3 Example. 
3 3 Rule for Writing. 
4 3 Remark 
2 2 Common. 
I 3 Def. 
2 3 Classes. 
I 4 Concrete. 
I 5 Def. 
2 5 Example. 
2 4 Abstract. 
V Definition. 
2 5 Example. 
3 4 Collective. 
I 5 Def. 
2 5 Ex. 
4 4 Verbal, 
r Def. 
2 5 Ex. 
3' Modifications. 

V Remark. Nouns undergo certain changes in 
form, to show their change of meaning, or 



3iO THE SCIENCE OF THE MIND 

their relation to other words, as boy is changed 
to boys, to change the meaning - from one to 
more than one. 
2 2 Classes. 
I 3 Gender. 
I 4 Def. 
2 4 Classes. 

1 5 Masculine. 
I 6 Def. 

2 6 Ex. 
2 5 Feminine. 

I 6 Def. 

2 6 Ex. 
3 5 No gender. 

I 6 Def. 

2 6 Ex. 
4 6 Undetermined. 

I 6 Def. 

2 6 Ex. 
3 4 Formation. 

1 6 By another word, as boy, girl. 

2 5 By change of termination, as lion, lioness. 
3 5 By prefix as ?nan-servant ?naz'd-servant. 

2 3 Person. 
I 4 Def. 
2 4 Classes. 

I 5 First Person. 
I 6 Def. 

2 6 Second Person. 
I 6 Def. 

3 5 Third Person. 
I 6 Def. 
3 3 Number. 



APPLIED TO TEACHING. 311 

l 4 Def. 

2 4 Classes. 
l b Singular. 

I 6 Def. 
2 5 Plural. 
I 6 Def. 
3 4 Formation. 
I 5 Regular. 
2 5 Irregular. 
3 5 Foreign. 
I 6 Latin. 
2 6 Greek. 
3 fl French. 
4 3 Case. 
I 4 Def. 
2 4 Classes. 
I 5 Nominative. 
I 6 Construction or relation in the sen- 
tence. 
I 7 Subject of a finite verb. 
2 7 Complement of the predecate. 
3 7 In apposition with a noun or pronoun. 
4 7 In apposition with a sentence. 
5 7 Independent. 
I 8 By inscription. 
2 e By direct address. 
3 8 With a participle. 
4" By exclamation. 
5 8 By pleonasm. 

Teachers not familiar with this method of outlining 
may he aided by comparing it with the brace method. 
It will be seen that in the brace method, we place a 
subordinate topic behind a brace, placed behind the 



312 THE SCIENCE OF THE MIND 

more general topic. In the exponential method we 
place it under the general topic. The large figure in- 
dicates the number of the topic, the exponent indicates 
the degree of subordination from the subject, and 
takes the place of the brace in the other method. 

-3 

o 
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APPLIED TO TEACHING. 313 

It is an excellent drill to make complete outlines of 
the whole subject, and write out all "definitions, rules, 
remarks, etc. Let these he kept in suitable books and 
let them be prepared as neatly as possible. 

Develop the Power of Accurate Definition. — Defi- 
nitions memorized from a book are of little use. The 
pupil should study the subject and form a good con- 
ception of it, get the idea, the truth ; then let him de- 
fine it in his own words. Do not allow a definition to 
pass as correct when any exception can be taken to it. 
The power of accurate definition is the test of accurate 
knowledge. 

Establish Reliance upon the Student's own judg- 
ment. — In making a thorough study of grammar the 
student will find that there are various opinions of 
grammarians on many points. He will therefore have 
to exercise his own judgment as to which view is best. 
Encourage the student to learn the opinions of as many 
authors as he can, and listen respectfully to his opin- 
ions, however erroneous in your opinion, and never 
require him to give up without being convinced of 
error. 



314 THE SCIENCE OF THE MIND 



CHAPTER XIX. 

SCIENCE. 

Geography. — As it is with exercising the body so it 
is with the mind. We must have room in which we 
can bring into action every muscle. So in mental ex- 
ercises must we have room in which to exert every 
faculty. The study of geography widens the horizon 
of knowledge, expands our ideas, and gives us more 
material upon which our faculties may act. There is 
so little in each man's immediate neighborhood that 
the mind can form no sweeping generalizations that 
enable him to comprehend the world in which he lives. 
Unless he can get the truth from a wide field in space 
and on the earth's surface, his ideas must necessarily 
remain undeveloped like those of childhood. The 
knowledge of facts and phenomena of a wide field of 
observation is necessarw to liberate the mind from the 
thraldom of ignorance. We have a striking illustra- 
tion of this truth in the progress of the human race 
since the days of Columbus and Galileo. What a 
great help to the philosophers of that day were the 
facts gained by Marco Polo and Sir John Mandeville ! 
Out of what a slough of ignorance did the discoveries 
of Columbus and Magellan lift the mind ! How much 
grander and more correct were the ideas of thinkers 
when Galileo was able to visit the distant planets by 
means of his telescope ! 



APPLIED TO TEACHING. 315 

Most of our subjects of thought occupy space, either 
real or imaginary. And when we have several sub- 
jects they occupy spaces in certain relations to each 
other. These relative positions we call location. That 
our ideas of a subject may be adequate and definite we 
must have clear and adequate ideas of space and 
location. Geography is therefore a very important 
study, both in its power to develop the mind and as 
yielding useful information. Indeed, it is impossible 
to have a comprehensive mind without a good knowl- 
edge of geography. Any amount of learning is 
extremely imperfect and shallow without geographical 
knowledge. 

Francis W. Parker says : " The first work in 
geography is to build into the mind by means of 
the imagination, the stage, that may afterward be 
filled with moving and acting human beings." On 
this stage has been acted the drama of the human 
race. On this stage Truth has conquered Error, 
Virtue has contended with Vice ; man has emancipat- 
ed himself from ignorance and wrong. Every human 
being comes into the world and has to conquer the 
ignorance and wrong in his own being, but in this 
conflict he may be greatly helped b} r a study of what 
has been done by the millions who have preceded 
him, by learning what men have done and thought 
and felt. And to do this successfully the child must 
learn well the stage on which these scenes have been 
enacted. 

It is of course impossible to study geography 
objectively to any great extent. The imagination 
therefore becomes a prominent factor in this study. 
And any method of teaching that does not recognize 



316 THE SCIENCE OF THE MIND 

the imagination as the most prominent factor, will 
prove barren of results. The child must learn from 
what it sees of the earth's surface to conceive the 
whole world or any part of it, as it is. It can not see 
England or Italy as they are, therefore must imagine 
them as they are, and the accuracy of knowledge de- 
pends upon the correctness of the picture in the imag- 
ination. The imagination being the field of operation 
makes geography a difficult subject to teach. To 
teach it requires a thorough knowledge of principles 
and great skill in the application of this knowledge. 
Unless the imagination can be so quickened that what 
is studied seems a part of the real world, the study 
becomes merely a task of memorizing names and dis- 
connected facts, which do not expand the mind or 
afford useful information. But if taught and studied 
aright, geography becomes a delightful work of ex- 
ploring the wonders of the world, and its immediate 
results are much useful knowledge, and the liberation 
of the mental faculties that enables them to go beyond 
the limited space in which life is spent and operate 
free in all the world. 

Primary Geography. — The study of geography 
should be divided into two distinct periods. Each of 
these periods has its particular object, and the method 
of teaching should be adapted to secure the objects. 
Primary geography should be taught with a view to 
prepare the student for advanced geography. Ad- 
vanced geography should be taught and studied with 
a view to master the subject, so as to fully understand 
the world. Primary geography should be divided into 
two parts. Oral work and text-book work. 

Oral Geography . — The oral work should be begun 



APPLIED TO TEACHING. 317 

in the third school year. The teacher should seek to 
secure the following' ends : 

1. A knowledge of geographical forms from ob- 
servation. The first step is to gain a knowledge of 
those forms that are the elements of a wider knowledge. 
Out of the child's ideas of hills, valleys, and the differ- 
ent forms of water, must be built up a true conception 
of continents and the ocean. The first lessons then 
should be on forms that the child can see. Have talks 
about the hills, plains, valleys, brooks, rivers, ponds 
and lakes. Teach them the cardinal points and the 
semi-cardinal points. Give them an idea of boundaries 
by means of fences, roads and brooks. And while they 
are learning these forms teach them also much about 
trees, plants, soil, drainage and the seasons. 

The points that the children are to learn are in fact 
few. Those that have been named are about all. The 
unskillful teacher will pass over the ground in a few 
weeks while the skillful teacher will take months. 

In order that you may teach this part of the work as 
it should be you must have this end in view : Keep the 
child interested, by what it matters little so that it 
becomes familiar with these geographical ideas. Re- 
member your aim is to make the child think, and not 
simply to learn names. So everything that has anj^ 
connection with these ideas is useful so long as it in- 
terests the child and tends to excite a desire for knowl- 
edge. 

2. Secure the expression of the idea in moulding, 
drawing and language. For moulding, make a box 
three by four feet, and three inches deep, fill this with 
very fine sand, and moisten it so that it will hold its 
form well. The first lessons should be very simple, 



315 THE SCIENCE OF THE MIND 

only hills and valleys. Then they should look at a land- 
scape and mould it from memory. Increase the com- 
plexity of the work as they progress. When they 
have moulded a landscape let them reproduce it in 
drawing-. Show them how to represent hills, water- 
courses, boundaries, etc. Connecting drawing with 
the moulding will enable the child to conceive, the real 
forms by a map and this is a lesson for the imagina- 
tion. Draw a map of the school grounds, the neigh- 
borhood, and mould whatever is practicable. Let the 
children give oral and written description of a model 
they have made or of a landscape which they have ex- 
amined. 

3. From the knowledge of the forms gained by 
observation build up a knowledge of the continent. 
Better begin with South America because it is so 
simple in structure. You can easily lead them to see 
that everything is on a larger scale than in their 
models of landscapes. Be sure that they get a true 
idea of mountains and rivers. Relief maps will help 
you greatly in developing the ideas. The name South 
America should cause a true image of the grand 
division to arise in the child's mind. It is only then 
that it has knowledge. 

Take up North America in the same way. Then 
connect the two and show their position on the globe. 
Take up next the United States as a whole. Then 
particular parts of it, as the New England States, etc. 
Using relief maps, moulding, drawing and description 
all the time. A large collection of stereopticon views 
are most useful. While the children are doing this 
work you should tell them everything that they can 
understand and in which they are interested. There 



APPLIED TO TEACHING. 319 

are a thousand thing's about mountains, rivers, lakes, 
seas, animals, plants and people, and natural phe- 
nomena that will be interesting' to children. 

Text-Book Work. — In the lifth year of the child's 
school life it should have a primary geography. But 
the same work that was done in the oral work should 
occupy most of the time. They should study other 
grand divisions in the same way as they did the 
Americas. More time should now be spent in filling 
up the stage with whatever there is for study, climate, 
vegetable and animal products, nations, their cities, 
their habits of life, etc. Remember to excite the 
imagination, and try to have them feel, while studying* 
a country, that they are traveling' in the country, and 
see with the mind's eye. When you have been all 
over the world, come home and give our country a 
thorough study. And to close this work give as good 
an idea as the children can get of the shape of the 
earth, its motions, and the effect caused by them. 
This work should be continued to the seventh year. 

Advanced Geography. — Advanced geography can 
be advantageously studied by pupils thirteen years of 
age if they have had good drill in the primary work. 
It is supposed that the pupils have a fair knowledge 
of the geograplry of the whole world. And the object 
of the study now is to master the subject, to become 
familiar with all the difficult things as well as the 
easy ones. Map drawing should be kept up, and a 
point should be made to get information from every 
possible source, such as encyclopaedias, newspapers, 
magazines, books of travel, etc. 

The topical method is best adapted to this work. A 
variety of text-books is desirable. You should make 



320 THE SCIENCE OF THE MIND 

a topic-list adapted to each grand division and each 
country. A topic-list of North America is given 
below as a guide. 

North America. 

I. Position. 

1. Latitude and Longitude. 

2. Hemisphere. 

3. Grand division. 

4. Continent. 

II. Extent. 

1. Ocean to Ocean. 

2. Length. 

3. Width. 

4. Area. 

5. Comparative size. 

III. Form. 

IV. Outline. 

Remark to Teachers : While studying the above 
topics have pupils draw plot of map, parallels, meri- 
dians, etc. 

1. General statement of outline. 

2. Particular parts of outline. 

Northern Coast. 

1. Projections. 

a. Peninsulas. 

b. Capes. 

2. Indentations. 

a. Gulfs. 

b. Bays. 

3. Adjoining Islands. 



APPLIED TO TEACHING. 321 

4. Straits, Sounds and Channels. 

a. Waters connected. 

b. Lands separated. 

5. Commercial Advantages. 
Eastern Coast. 

Southern and Western Coast. 

Remark to Teachers : Use the same topics for all the 
coast that are given for the Northern, and while 
students are learning all about these topics let 
them draw the outline on the map each day as 
much as they learn. 

V. Relief. 

1. The main axis. 

2. The secondary axis. 

3. Water sheds. 

VI. Surface. 

1. Western Highlands 

a. Extent. 

b. Altitude. 

c. Mountain chains. 

d. Mountain peaks. 

e. Volcanoes. 
/. Plateaus. 

g. Mountain slopes. 

h. Valleys. 

i. Source of what rivers. 

j. Inhabitableness, sources of wealth, etc. 

2. Eastern Highlands. 

Remark: Use the topics given above. 

3. Mississippi Basin. 

a. Extent. 

b. Average elevation. 



322 THE SCIENCE OF THE MIND 

c. Drained by what rivers. 

d. Character of climate. 

e. Character of soil. 
/. Sources of wealth. 

4. Atlantic plain. 

5. Pacific slope. 

6. The Arctic plain. 

Topics the same as the Mississippi Basin. 
VII. Rivers. 

1. Systems. 

2. Description of particular rivers. 

a. Length and size. 

b. Navigation. 

c. Water-power. 

d. Cities benefited by the river, 

IX. Lakes. 

1. Description. 

2. Uses. 

a. Navigation. 

b. As yielding fish. 

c. Cities on their shores. 

X. Climate. 

1. As determined by latitude. 

2. As modified by altitude, winds, oceans and 

lakes. 

3. Dryness or moisture. 

4. Healthfulness. 

XI. Natural Advantages. 

1. On the surface of the earth. 
a. Soil and climate for agriculture. 
?>. Forests. 



APPLIED TO TEACHING. 323 

c. Facilities for transportation by sea, rivers 
or lakes. 

2. Within the earth. 

a. Useful minerals and metals. 

b. Precious metals. 

3. In the waters. 

a. Sea-fisheries. 

b. Lake and River fisheries. 

XII. Industries. 

1. Agriculture. 

a. Relative importance* 

b. The crops raised. 

c. Cattle, sheep and hog raising. 

2. Manufacturing. 

a. Relative importance. 

b. Articles produced. 

3. Mining. 

a. Metals and minerals found. 

b. To what extent are the mines worked. 

4. Lumbering. 

a. Locality of forests. 

b. Kinds of wood. 

c. Description of methods. 

5. Fisheries. 

a. Locality of Fisheries. 

b. Kinds of fish. 

6. Commerce. 
a. Foreign. 

1. Exports. 

2. Imports. 

3. Means of transportation. 



324. THE SCIENCE OF THE MIND 

b. Domestic. 

1. Articles of exchange of one locality with 

another. 

2. Means of transportation. 

XIII. Internal Improvements. 

1. Railroads. 

a. Local roads. 

b. Trunk lines. 

2. Canals. 

3. Navigation on lakes, rivers and ocean. 

XIV. Political Divisions. 

Particular Geography. — The above topic list is one 
that with few changes will ansv er for any grand di- 
vision. The topics are all of a general nature. In 
studying our native land, we must take up a particu- 
lar section of it after we have studied North America 
by the above list. There are many topics pertaining 
to cities, education, religion, industries, curiosities, 
and points of historical interest, that must then be 
taken up. But every teacher will be able to form such 
a list. 

In studying Europe, you will take up the leading 
countries and study them as we do particular sections 
of our own country. It is well to have some members 
of the class make a special study of a particular 
subject and present it to the class. 

History. — Geography is said to be the mother of 
Sciences. She prepares the way for Physics, Geology, 
Botany, Zoology, Chemistry and History. None of 
these sciences can be successfully studied without first 
a fair knowledge of geography. Especially is this 



APPLIED TO TEACHING. 325 

true of History. History is the drama that has heen 
acted on the stage which geography builds into the 
mind. It is what we are, do, and have done that is 
most interesting- in geography. The beginning of his- 
torical study is made when anything which pertains to 
the present or past of mankind is learned in geography. 
As soon as the child loves to hear stories, the histori- 
cal sense has been awakened. In view of the fact that 
all children have such a love for stories and such 
ability to remember them, it can be only the worst 
bungling in teaching that causes any of them after- 
ward to dislike history. 

The worst difficulties in teaching history successfully 
are the want of correct ideas on the part of teachers, 
the want of proper text-books. Children can not un- 
derstand the language of the books placed in their 
hands. They therefore commit to memory as nearly 
as possible the language of the book, when in fact they 
do not comprehend it at all. The text-books are usu- 
ally arranged on a very scholarly and philosophical 
plan, beginning with vast generalizations, and analyz- 
ing these in a truly scientific manner. The average 
teacher is not very well informed in history, and still 
less in the principles that underlie the teaching of it to 
children ; so he is helpless, and the best he can do is to 
assign a lesson in the book and make the children 
learn the language of the books. 

History is so vast a subject that a life-time is too 
short to learn all that has been recorded that is worth 
knowing. When years have been devoted to it, it is 
only begun. In the grammar school a fair knowledge 
of our native land is all that should be attempted. In 
the high school a good beirinnine- should be made in 



326 THE SCIENCE OF THE MIND 

the history of the most illustrious ancient and modern 
peoples. 

Uses of the Study of History. — As yielding- useful 
knowledge it is useful. But as a source of menial 
drill it can not be dispensed with in the school. It 
frees man from the limitations of time and enables 
him to live through the thousands of years in which 
the race has lived. It frees him from the narrow and 
inadequate views of life that are born of his own 
limited experience. History adds to his experience 
that which has been gained by the best men of past 
centuries. In this way he forms grander and nobler 
ideas of moral and intellectual worth. History raises 
him out of narrow and imperfect conceptions and 
places him on the broad plain of truth. Instead of 
remaining narrow-minded and bigoted, he becomes 
comprehensive, liberal and progressive in his life and 
thought. 

Ends to be Sought in the Study of History. — It is 
of great importance that the teacher have a clear idea 
of what he wishes to accomplish in a given study in a 
given time. School life is so short and history is so 
long, that if anything is to be well done, it must be 
done so as to accomplish the most in a short time. 
The first end to seek is to awaken a love for history. 
Children are so fond of stories and everything in the 
form of stories that it is not difficult to create a love 
for biography, travels and history. It is only neces- 
sary to follow nature and avoid trying to tear 1 1 
children as scholars should be taught. The second 
end to seek is to form right habits of study so that 
they can pursue the study successfully when they 
leave school. 



APPLIED TO TEACHING. 327 

History like geography employs the imagination. 
It is largely subjective. This inner world must be de- 
veloped from a very small beginning. This is done by 
first telling the child stories of men or animals with 
which it is well enough acquainted, so as to compre- 
hend an account of their actions. As more exercise 
is had in narration and as more historical facts are 
gathered and understood, this mental world widens its 
borders. The mind is then able to take in a wider 
range of truth. When a large amount of fragmentary 
history has been accumulated the mind then has stand- 
ing and working room. The horizon of its knowledge 
is sufficiently extended that it can begin to see the re- 
lation of historical facts. Or it can begin to compre- 
hend systematic history. While if the mind is re- 
quired to understand systematic history before the 
range of vision is extended, it gropes in the dark, un- 
able to get clear ideas of historical facts. This princi- 
ple requires that the study of history be divided into 
two distinct parts. The objects and the methods of 
the first should be to prepare the mind to comprehend 
history. The objects and methods of the second should 
be to gather into the mind most rapidly and accurately 
that part of history that is most necessary to give a 
broad and comprehensive view of the progress of truth 
and virtue in the world. To learn history simply for 
the sake of knowing it is almost useless, but to learn 
history that we may see how the right triumphs over 
the wrong, is to enrich our minds with the precious 
treasures of truth. 

Preparatory History. — The teacher should keep in 
mind that in this stage of the work he is to try to keep 
up an interest in historical matter, and that he has to 



328 THE SCIENCE OF THE MIND 

begin with the child's love for stories and lead it to 
comprehend what men and nations have done. The 
first material then is anecdotes and fables, then 
biography, then a narration of events. When a good 
deal of this fragmentary knowledge has been gained 
and the historical sense has been developed, the mind 
will begin to group together events that occur at the 
same time, and discover the relation of cause and ef- 
fect. It begins to form ideas of systematic history. 

First Course. — As early as possible then give them 
stories to reproduce orally and then in writing in their 
language work. These may include fables, fairy- 
stories, stories from the Bible, and of historical char- 
acters. In their geography give them as much as 
they can comprehend of the people of the country 
which they are studying. 

In the fourth year of school they should take up a 
regular course of study in biography. It matters little 
which character you study or in what order they are 
studied so that you keep within the comprehension of 
the children and make it interesting. It is best how- 
ever to begin with a well known name, then they will 
be able to learn much from parents and others. 

The following list of topics will serve as a model to 
teachers. Make an outline similar to this of each 
character and let it serve as a guide as to what they 
are to learn either from you or from others if they can. 
After it is so well learned that they can give the facts 
and tell the story orally let them reproduce it in writ- 
ing : 

Abraham Lincoln. 

When and where was lie born. 



APPLIED TO TEACHING. 329 

Find out what you can about his father and mother 

and step-mother. 
In what places did he live. 
In what kind of houses did he live. 
To what kind of schools did he go. 
What did he work at when he was a hoy. 
How did he spend his evenings and spare time. 
Give anecdotes of his boyhood. 
What did he do when he was a young man. 
Tell about the Black Hawk war. 
What did Mr. Lincoln do in the war. 
Explain Negro slavery. 
Anecdotes showing why he was so successful as a 

lawyer. 
Election to the Presidency. 
Simple story of the war. 

Anecdotes showing his qualities as a president. 
Story of his death. 
What the people think of him. 
Lesson of his life — Industry, honesty and his desire 

to do good made him great and beloved. 

A month or more may be spent on such a topic-list. 
Let the childen find out for themselves what they can 
and let them tell it in class. What they can not get, 
tell them yourself. If they are not interested, it is 
because they do not understand you, and you will 
have to make it more simple. 

Take up one after another the prominent characters 
of history, and in connection with them learn some- 
thing about the historical events in which they were 
engaged. Being very careful that all things are 
brought doAvn to the comprehension of the child. 
Two years can be profitably spent in this kind of work. 



330 THE SCIENCE OF THE MIND 

If possible, have the children read children's books of 
biography and travel. 

Second Course. — The seventh year of school should 
be spent in work similar to the first course, except 
that it should include more of real history in connec- 
tion with biography and should be pursued in a more 
systematic way. Begin with Columbus and learn 
about the discovery of America, and about his time in 
connection with his life. In imagination you can 
follow him to America and discover all that he discov- 
ered. With Cortez you can learn much about Spanish 
explorations and settlements. With John Smith you 
can learn the early history of Virginia. Miles Stan- 
dish, Roger Williams, Lord Baltimore and Wm. Penn 
open the way to their respective colonies. Washington 
will lead to a fair knowledge of the Revolution. 

The children have now attained their thirteenth 
year, and can read books on history, biography and 
travel. Higginson's " Child's History " might be pro- 
fitable used as a book of reference. 

The following topic-list will serve as an example to 
teachers, of how to map out a course of study in ad- 
vanced biography : 

Christopher Columbus. 

Birth — When and where. 

Early education. 

How and where was his youth spent. 

What was his calling. 

What was the then known world. 

An account of Marco Polo's travels. 

The trade with the Indias. 

The people's idea of the shape of the earth. 



APPLIED TO TEACHING. 331 

Columbus' Ideas. 
Plan for a voyage. 

1. Object of his voyage. 

2. Asking for aid. 

3. Story of his application to Ferdinand and 

Isabella. 
Fitting out vessels. 
First voyage. 

1. "When made. 

2. Incidents. 

3. Discoveries. 

4. Return to Spain — How. 
Story of the Second voyage. 
Story of the Third voyage. 
Story of the Fourth voyage. 
Action of his enemies. 

His last days. 
Death and burial. 
His character. 
Result of his work. 

Systematic History. — If the work in preparatory 
study has been well done, the mind of the pupil will 
have been trained to comprehend historical knowledge, 
and will easily master systematic history. The work 
that they have been doing has been synthetic, now 
they should study analytically. They can now use 
advantageously a text-book, that is philosopically 
arranged — in which all events are properly classified, 
so as to show clearly the line of causation that ex- 
tends through them. This fact, that history is not 
simply a catalogue of disconnected facts, but that it is 
a recital of the actions of men and their effect on the 



332 THE SCIENCE OF THE MIND 

weal and woe of nations, is to be your chief source of 
interest. You must therefore pay particular attention 
to causes. How interesting- history becomes when we 
can see in it the high and low motives that actuated 
men, and trace out the good and evil of their actions. 
How interesting the Revolution when we see the noble 
purposes of the colonies. Especially when we see how 
grandly they worked for humanity, and how success- 
ful they were, as is testified by the happiness and 
prosperity of this great nation. How easily this grand 
result could have been defeated by avarice or low am- 
bition on the part of a few of the leaders. So there is 
intense interest in the slavery struggle. How right 
and wrong are in continual conflict. In Systematic 
history all events are connected by the chain of causa- 
ation, and if this can be understood it will be intensely 
interesting. 

The topical method is best adapted to this study. 
At first let the teacher make a topical outline of the 
subject, but when the student has learned how, let 
him make an outline. 

Do not adhere to one text-book, but have the stu- 
dents consult as many text-books as possible. Let each 
pupil read up the subject and report all that he thinks 
of most interest. 

In recitation call on a pupil to tell all that he has 
learned about a certain topic. When he has finished, 
let him be corrected if he has made a mistake and let 
others give what points have not been given. Let 
there be free discussion on all points if there is room 
for a difference of opinion. This adds greatly to the 
interest. 

Pay little attention to dates. Learn all about the 



APPLIED TO TEACHING. 333 

events, cause, effect and place. If these are well 
understood, the time is easily remembered. Try to 
remember the exact day only in events of special 
importance. 

The following outline will serve as a model to 
teachers : 

The United States. 

I 1 History. 
I 2 Periods. 
I 3 Aboriginal. 
I 4 Time. 
2 4 Inhabitants. 

1 5 Mound builders. 
I 6 Evidences. 

2 b Indians. 
I 6 Families. 
1 ? Esquimaux. 
2 7 Alg'onquins. 
3 7 Hurons, Iroquois, etc. 
I 8 Territory occupied. 
2 s Habits of life. 
3 e History. 
2 3 Voyaging. 
I 4 Time. 
2 4 Nations that made voyages. 

1 6 Norsemen. 

1" Herjulfson. 
2" Lief Erickson. 
3 6 Thorwald, etc. 
2 5 Spanish. 
I 6 Columbus. 
I 7 Biography, 



3:3-1 THE SCIENCE OF THE MIND 

l 8 Birth and death. 
2 N Education and occupation. 
3 8 State of geographical knowledge. 
1° Theory of the earth. 
2 9 Travels of Sir John Mandeviile. 
3 9 Travels of Marco Polo. 
4 8 State of commerce. 
V The route to India. 
2 9 The rival cities. 
5 B Motives of Columbus in undertak- 
ing to make a voyage to the West. 
6 H History of his failures. 
? 8 Fitting out the vessels. 
8 8 Brief sketch of Ferdinand anu 
Isabella. 
2 7 First Voyage. 
V Time of starting. 
2 s Description — tracing his route on 
the map and giving accounts of 
incidents in the voyage. 
3 8 Discoveries and explorations — 
tracing on the map describing 
the country and people. 
4 8 Return to Spain. 

I 9 Columbus' reception. 
2° Effect of his discoveries. 
3 7 Second, Third and Fourth voyages, 
with Subordinate Topics as in First 
voyage. 
4 7 A thorough review, paying particular 
attention to the geography, and the 
life and character of Columbus, 
2 6 Ojeda and Amerigo Vespucci. 



APPLIED TO TEACHING. 335 

l 7 Explorations. 

2 7 Amerig'o's Book. 
3 7 Name of the New World. 
3 6 Here should follow the other prominent 
Spanish explorers. 
3 B French. 
1° Cartier. 
2 6 John Ribault. 
3 6 Landonnier. 
4 6 Champlain. 
5 6 Demonts. 

6 6 Location of French exploration and 
settlement. 
Remark. Teachers will readily see what topics 
should be given under each of these names. 

4 B English. 
I 6 The Cabots. 
2 6 Frobisher. 
3 6 Drake. 
4 C Gilbert. 
5 6 Raleigh. 
6" Gosnold. 
T London Company. 
I 7 Date of organization. 
2 7 Land grant. 
3 7 Leading men. 
4 7 Terms of the charter. 
5 7 First colonizing expedition. 
Colonial Period. 
I 4 Colonies. 
I 5 Virginia. 

2 5 Massachusetts and other colonies in the 
order of settlement. 



336 THE SCIENCE OF THE MIND 

2 4 Wars. 

I 5 Here should follow an account of the wars 
with the French and Spanish. The 
minor Indian ways should he studied 
with the colonies in which they occur. 
Make an exhaustive study of the French 
and Indian war, showing- clearly how 
the whole history was tending- to this 
war. Show what are the results. And 
also call attention to the treatment 
which the colonies received from 
England in this war, and afterward in 
attempting to make the colonist help 
paj r the debt. 
5 3 Revolutionary Period. 
I 4 The War. 
I 5 Causes. 
1° Show how the colonists came to have 
different ideas of government from 
those entertained by the King. Show 
how the acts of oppression widened 
this difference and how the colonies at 
last resisted. 
2 5 Events of 1775. 

3 5 Events of 1776. Pay much attention to 
geography. Review the previous work 
at each lesson, tracing- the events on the 
map. Unless the student can go to the 
map, trace the progress of the war from 
its beginning to its close, giving a brief 
account of all important events, he has 
not learned the history of the war. 
2 4 The Confederation. 



APPLIED TO TEACHING. 337 

1° Government during- the war. 
2 6 The Articles of Confederation. 

I 7 Defects. 
3" Adoption of the Constitution. 

I 7 Study this subject thoroughly, it is of 
great importance. 
G 3 The National Period. 
I 4 Administrations. 
I 5 Washington's. 
2 5 Adams's (John). 

3 5 The remainder of the history can best be 
studied by administrations. 

Arithmetic. — The study of Arithmetic divides itself 
naturally into two parts — Number and Practical 
arithmetic. The object to be accomplished in the first 
part is to secure well the idea of number, and to gain 
ease, rapidity and accuracy in the combination and 
separation of numbers. The science of arithmetic 
resolves itself into the simple processes of combining 
and separating numbers. All problems in arithmetic 
seem to be nothing more than by means of two num- 
bers to find a third. If the definition of reasoning, 
that "it is the process of comparing two objects of 
thought through their relation to a third," be correct, 
arithmetic is a study that reaches the reasoning fac- 
ulties more constantly than any other study in the 
school course. Mathematics is therefore a study of 
great importance in as much as it trains the faculties 
to the reasoning process. It leads gradually and 
easily from the objective to the subjective, from the 
concrete to the abstract. Children can at a very 
earlv age get the idea of number in connection with 



338 THE SCIENCE OF THE MIND 

objects. With them they can easily comprehend 
their combination and separation. From number 
associated with objects they readily pass to a mental 
picture of number abstracted from objects, and 
when they do this, they comprehend pure number, 
and have in a simple way begun to reason abstractly. 
And as this subjective or abstract thinking- is one 
of the main ends in view in the cultivation of the mind, 
it is clear that number is a most useful study in 
training-. Mathematics require a complete concentra- 
tion of the mental faculties to the subject in hand, and 
are therefore excellent as a means of securing the 
power of concentration. Nothing need be said about 
the usefulness of mathematics in business and in the 
arts, for that is so well understood that man} 7 parents 
wish their boys to study only reading, writing and 
arithmetic. As a rule, those who like mathematics 
least should study them most, and those who have a 
passion for them should study other things more. 
For while they tend to sharpen the intellect and give 
the power of concentration, they tend rather to impov- 
erish the soul. They dry up the juices of the body 
and make their votaries thin and pale, they deaden 
emotion and make the mind little else than a machine 
that grinds out results with absolute accuracy. The 
pursuit of language, literature, history, natural sci- 
ence, aesthetics, and moral philosophy tend to awaken 
the emotions, and lead to deeds of generosity and 
nobility. 

How to Teach Number.— Mathematics being an 
exact science it is easier to teach than any other 
subject. Let the teacher remember to follow nature. 
Let the children learn in the way that is easiest. 



APPLIED TO TEACHING. 339 

Grube's method is founded upon principle and teachers 
will do well to secure a work on that subject. Perhaps 
the best illustration of the application of that method 
is Wentworth's " First Steps in Number, " published 
by Ginn & Co., Boston. The following is taken from 
the teacher's edition. No teacher should be without 
this excellent work : 

For a successful teaching of Number the teacher 
needs a great variety of objects. Blocks, splints, 
sticks, buttons, paper patterns, peas, beans, corn, 
spools, counters, shells, pebbles, horse-chestnuts, 
acorns, little tin plates, cups and saucers, tin money 
are inexpensive and convenient to handle. For 
measurements, the teacher must have inch measures, 
foot rules, yard measures, a set of tin measures, a set 
of wooden or paste-board measures, a set of weights 
and a pair of scales. 

The teaching of Number as far as ten does not 
include the teaching of figures or other signs used in 
Arithmetic. No blackboard work is required of the 
child until he has learned the numbers below ten. 
There is no difficulty in learning the figures along 
with the numbers ; the difficulty comes in learning 
the numbers along with the figures. So it seems best 
to ignore the sign in favor of the thing. 

It is more convenient in these exercises to have the 
children stand about a table on which are the objects 
to be handled, and many of the directions to the class 
are given with this arrangement in view. Let the 
children illustrate each story with objects, until it is 
evident that the relation between the numbers is as 
clearly seen without the objects as with them. When- 
ever a mental picture is formed, then the material is a 



340 THE SCIENCE OF THE MIND 

hindrance to the teaching 1 . Objects are a means to an 
end, not the end. When an idea has been abstracted 
from the concrete, objects no longer have an office to 
perform, and should be put aside. 

Ascertain the child's knowledge of Number before 
attempting any teaching of Number. Do this by 
skillful examination after the child feels at home in 
the school-room. 

" Show me so many blocks (two blocks) ; so many 
beans ; so many pebbles ; so many spools ; so many 
pencils." 

"How many blocks have I in my hand? Come, 
whisper to me, if you know." 

After each has whispered the number, ask the 
class : 

"How many spools did you show me? how many 
beans ? how many blocks ?" 

Let the class answer in concert, " Two," each time. 

"Show me two buttons; two boys; two girls ; two 
chairs." 

" Put two blocks on the table in front of you ; put 
two buttons on the table ; take one button from the 
table and put it under the table ; put one block under 
the table." 

If two be known, try three, and so on until a num- 
ber is reached which is not known. 

Second step in the examination : 

Require the child to show some number with which 
he is familiar. For example, two. 

"Take one of your two blocks away. How many 
blocks have you left ?" 

" If I have two horses and sell one horse, how many 
horses will I then have ? 



APPLIED TO TEACHING. 341 

" If I have two pencils and lose one pencil, how 
many pencils have I left?" 

" You may put one block on the table in front of 
you. You may put another block with it. How 
many blocks have you now showm me ?" 

"■ One block and one block are how many blocks ?" 

This outline for review is merely suggested as being- 
searching- in its nature. The aim should be solely to 
bring to light all the child's knowledge of Number, 
that the teacher may waste no time upon teaching 
him what he already know T s. Do not hurry the ex- 
amination. See that each child does for himself what 
3^ou require, and does not imitate you or his neighbor 
in his work. Let each one answer for himself. Dis- 
tinguish between the child's failure to understand your 
language and his inability to do what you require of him. 

When the examination is complete, begin the teach- 
ing, and take the child where he is. As far as the 
experience of most primary teachers goes, few children 
know beyond two when they enter school for the first 
time. In most instances three will be the starting- 
point in teaching. 

The ability to count up to a number does not 
constitute a knowledge of the number ; so this must 
not be taken as the test of the child's knowledge. Do 
not permit counting by ones throughout the work in 
Arithmetic. 

In the teaching of every number the order to be 
observed is as follows : 

I. The perception of the number. 
II. Analysis of the number. 

III. Drill upon facts discovered by analysis. 

IV. Comparison with smaller numbers. 



342 THE SCIENCE OF THE MIND 

THE NUMBER FIVE. 



§ 9. Five as a Whole. 

Show me four blocks ; put one more with them. 
You have shown me five blocks. 

Show me five fingers ; five children ; five marks on 
the board. 

Make five u's ; five i's. 

Show me five words on the board that you know. 

Show me five sticks ; five pencils ; five pieces of 
paper ; five desks ; five chairs. 

Bring- me five things from the play table ; five 
things from my desk. 

Tell me where you have seen five men ; five horses ; 
five cars ; five birds. 

What else have you seen five of ? 

Copy the word five. 

§ 10. Discoveries in Five. 

Show me five blocks. 

Put your blocks as I put mine. 

Who can put his some other way ? some other way ? 
some other way ? 

I will take one of my five blocks away. You may 
do the same. 

What other number can you take away? wlml 
other ? what other ? 

Exercise for Review. 
Tell me how many blocks are four blocks minus one 
block. (Teacher performs the operation with the 
blocks as child reads.) 



APPLIED TO TEACHING. 



343 



Three blocks minus one block. 
Two blocks minus one block. 
One block minus one block. 

Read this. (Teacher shows a number of blocks and 
takes away some of them. Child reads as above.) 
Read this. (Four minus two are two.) 
Tell me the number of dots as I point. 



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§ 11. Facts in Five. 
Four and One. 
Take four blocks. Take one more block. How 
many blocks are four blocks and one block ? - 



344 THE SCIENCE OF THE MIND 

Make four marks on the board. Make one mark on 
the hoard. How many marks are four marks and one 
mark ? 

Find four bright stars on my chart. Find one more 
star. How many stars have you found ? 

Find four rings and one ring*. How many rings ? 

Show me four blocks ; one more block. How many 
have you in all ? 

Show me four buttons and one button. How many 
buttons ? 

One and Four. 

Show me one block ; now show me four more. How 
many have you shown me ? 

One block and four more blocks are how many 
blocks ? 

Show me one button; show me four more buttons. 
How many buttons ? 

Tell me a story about one and four ; another ; an- 
other. 

If there is one pig in the pen, and four more are put 
in the pen, how many arc in the pen ? 

One boy is playing foot-ball, and four more come to 
play with him. Hoav many boys are then playing 
foot-ball ? 

One fly is in the room; four more get in. How 
many flies are in the room ? 

Five minus One. 

Show me five blocks. 

Put one of your five blocks under the table. 

How many have you left ? 

Tell me that story. 



APPLIED TO TEACHING. 345 

You may call your blocks rabbits, and tell me that 
story. 

Call yours dolls, and tell me a story like this. Who 
will tell me another ? another ? another ? 

School keeps Monday, Tuesday, Wednesday, Thurs- 
day and Friday; five days in the week. If you are 
absent one day, how many days do you come ? 

There are five fingers on one hand, with the thumb. 
How many without the thumb ? 

You had five *'s on your slate ; I rubbed one out. 
How many remained ? 

Five minus Four. 

Show me five blocks. 

Put away four. 

How many have you left ? 

Tell me how many are five spools minus four spools. 

There were five eggs in the basket ; I have used 
four. How many are left ? 

There were five Noah's Arks in the shop window, 
and a man bought four. How many were left ? 

There were five leaves to a twig- ; four bleAv off. 
How many were left on the twig ? 

Five little girls are reading ; four find a word they 
do not know. How many read on ? 

I have five mittens ; four are alike. How many are 
odd? 

There were five geranium blossoms, but four faded. 
How many were left ? 

Exercise for Review. 

Make five straight up-and-down lines on the board. 
Five right-and-left lines. Five slanting lines. 



346 THE SCIENCE OF THE MIND 

You may name the clays of the week that you come 
1o school. How many days ? 

Who can point to five thing's in the room ? to five 
figures on the clock ? 

How many hands on the clock ? 

The long- hand goes round the face each hour. How 
many times will it go round in two hours ? in three 
hours ? in four hours ? 

There are four lamp-posts on the street, and one 
more is put up. How -many lamp-posts are there? 
Show me this on the board, by drawing the lamp- 
posts. 

I could see four boats on the water, and one more 
came in sight. Show me on the board how many were 
in sight then. 

Four trees were in front of our house, but one had to 
be cut down. Show me on the board how many were 
left. 

I know where there are two bird's nests, with two 
blue eggs in each nest. Show me how many eggs 
there are in both nests. 

At the table this noon there were five plates, with an 
apple on each plate. Show me this on the board, and 
tell me how many apples there were. 

Read what I show you. 

Mary, show Nettie something to read ; show Jennie 
something to read ; show Cyrus something to read. 

Annie, show Mary something to read ; show Cyrus 
something to read. 

Three and Two. 

Show me three spools ; put two more with them. 
How many spools in all ? 



APPLIED TO TEACHING. 347 

Give me three buttons ; now give me two more. 
How many have I ? 

Shut you hand ; open three fingers ; now open two 
more. How many fingers are open ? 

Here are three knives and two forks. How many 
things are here ? 

Three cups and two saucers stand on the table. 
How many things on the table ? 

If Nettie comes to school three days and two days 
in the week, how many days does she come to school ? 

If there are three slices of bread on one plate, and 
two on another, how many on both plates ? 

There are three little kittens in the basket, and two 
on the floor. How many kittens in all ? 

Three cents and two cents are how many cents ? 

Who can tell me a story about three soap-bubbles 
and two soap-bubbles ? three honey-bees and two 
honey-bees ? three boats sailing down the river and 
two boats sailing up the river ? 

Two and Three. 

This knife has two blades, and this has three ; how 
many blades have both knives together ? 

Here are two pebbles in this hand, and three in this ; 
how many in both hands together ? 

I make two dots ; now I make three more. How 
many dots have I made ? 

If you make two u's on the board, and then make 
three more, how many w's will you make ? 

Show me that two sticks and three sticks are five 
sticks ; that two pencils and three pencils are five pen- 
cils ; that two fingers and three fingers are five 
fingers ; that two boys and three girls are five children. 



348 THE SCIENCE OP THE MIND 

Five minus Two. 

Show me five blocks ; take away two blocks. How 
many blocks remain ? 

Tell me that story. 

Show me five splints ; put back two of the splints. 
How many splints have you now ? 

Call your splints men, and tell me that there were 
five men, and that two walked away. 

Call them lamp-posts, and tell me that two had no 
lamps on them. 

Call them chimneys which a man had to build, and 
tell me that he has built two. 

Call them slate pencils, two of which got broken. 

Call them curtain sticks, two of which were used for 
curtains. 

There were five peas in a pod. When the pod was 
opened, one flew up in the air and one fell on the floor; 
the rest went into the pan. How many went into the 
pan? 

Five little girls were running" in a line. One got 
snapped off, and another fell down. How many were 
left in the line ? 

Five boys were playing fox and geese. One boy 
was the fox, and one goose got caught before he could 
hide. How many geese remained to be caught ? 

Who has a story to tell me for five minus two ? 

Five minus Three. 

How many dots do I show you on the board ? (Five.) 
You may rub out three dots. How many dots are 
left ? Five dots minus three dots are how many dots ? 

Here are five lines ; you may cross out three lines. 
How many lines are crossed ? 



APPLIED TO TEACHING. 349 

There are five erasers at the board ; you may bring 
three of them to this board. How many remain at 
that board ? 

Five children may stand in a row ; three may walk 
oiT. How many are left in the row ? 

Show me five fingers on one hand ; shut down three. 
How man} 7 remain open ? 

If you have five cents, and buy a book for one cent, 
two pencils for a cent, and ten sheets of paper for a 
cent, how many cents have you left ? 

If I buy. a three-cent postage stamp, and give five 
cents in payment, how much change ought I to 
receive ? 

I have a pail which holds five pints of milk ; there are 
three pints of milk in it. How much more will it hold ? 

Here are five marks on the boards, which you may 
call boys. One boy turned down Depot Street, another 
went up Pleasant Street, and one went into the post- 
office ; the rest walked along together. How many 
walked along together ? 

Exercise for Review. 

How many sides has this triangle ? 

How many corners has this triangle ? 

How many sides has this square ? 

How many sides has this blackboard ? I I 

How many corners has this blackboard ? 

Make a square with blocks, putting one block on a 
side. How many blocks does it take ? 

Put a bean in each corner of this square. How many 
beans does it take ? 

Make a triangle, putting a block on each side. 
How many blocks does it take ? 



35G THE SCIENCE OF THE MIND 

Put a button in each corner of the triangle. How 
many buttons does it take .? 

How many corners has this table ? 

How many sides has this table ? 

Who will show me five things ? 

Who will show me four things ? 

Who will show me three things ? 

Read what I show you. (Teacher shows child any 
operation in Addition or Subtraction that he has seen. 
Pupil reads as teacher makes the changes.) 

Show me that three spools and two spools are five 
spools ; that two spools and three spools are five 
spools ; that one spool and four spools are five 
spools. 

One minus one is how many ? 

Two minus one are how many ? 

Three minus one are how many ? 

Four minus one are how many ? 

Five minus one are how many ? 

Two minus two are how many ? 

Three minus two are how many ? 

Four minus two are how many ? 

Five minus two are how many ? 

Five minus Five. 

How many blocks have I ? (Five.) 

Tell me how many I have taken away. (Teacher 
puts five under the table.) 

How many have I left ? 

You may show me that and tell me about it. 

Some one else show me that five minus five leaves 
none. 

You may each call your blocks fruit, and tell me 



APPLIED TO TEACHING. 351 

about five minus five. Call them animals. Call them 
dishes. Call them chairs. 

Here are five kittens ; five are asleep. How many 
are awake ? 

There were five horse-cars in the street ; five were 
moving-. How many were still ? 

If I have five pencils in my box, and take out five, 
how many are left ? 

Exercise for Review. 

Arrange your blocks on the table just as I arrange 

these dots on the board. • 

One dot at each corner and one dot in the middle 
make how many dots ? 

Like this. « How many have you ? 

Like this. • Like this. • • 
• • • • • 

One dot in the upper row and three dots in the lower 
row make how many dots ? 

Three dots in the upper row and two dots in the 
lower row make how many dots ? 

Like this. • • How many did I make this time ? 

If you have two weeks' vacation in the fall, and three 
in the winter, how many weeks' vacation does that 
make ? If you visit three weeks, how many weeks do 
you stay at home ? 

A knife, a string, a bit of crayon, a cent and a nail 
were found in Ned's pocket. How many things ? He 
gave the crayon to me, spent his cent, drove his nail 
into a board, and lost his knife. How many things 
remained ? 



:J52 THE SCIENCE OP THE MIND 

Five divided by One. 

Here are five dolls ; give one to each little g'iii. To 
how many little girls can you give them ? 

Here are five cents ; put each in a box by itself. 
How many boxes does it take ? 

Here are five crayons ; put each at a board by itself. 
How many boards does it take ? 

Here are five paper rings ; put each on a finger \>y 
itself. How many fingers does it take for the five 
rings ? 

Here are five cards ; put each in an envelope by it- 
self. How many envelopes will it take ? 

If a housekeeper had five eggs, and used one a day, 
how many days would five eggs last her ? 

If a family use a pound of butter a day on the table, 
in how many days would they use five pounds ? 

Jamie has five cents ; he earned a cent a day. How 
many days did it take him to earn the five cents ? 

Five Ones. 

Show me five blocks, with a button on each block. 
How many buttons are there ? 

Show me five boxes, with a shell on each box. How 
many shells do you show me ? 

Here are five boys ; each may take one block. How 
many blocks have the boys together ? 

Show me five tin plates, with a paper cent in each 
plate. How many cents have you shown me ? 

Show me a cup in each plate. How many cups ? 

Five boys have each a slate. How many slates do 
they all have together ? 

If each of the five slates has a sponge fastened to it, 
how many sponges have all the slates ? 



APPLIED TO TEACHING. 353 

Exercise for Review. 

Put on the board marks for what I show you. 
(Teacher shows different combinations of numbers. 
Child shows the same combination with marks on the 
board. Teacher shows a number and subtracts from 
it. Child shows the number on the board and crosses 
out the number subtracted.) 

Read what you have shown me on the board. 

Illustrate with marks on the board the stories I tell 
you: , 

Three men were raking- hay ; two more men went to 
rake hay with them. 

Take this paper money. Johnny may be the sales- 
man. The others may be his customers and buy these 
thing-s that are on the table. 

Nettie may be the first customer. 

" How do you sell your apples ?" 

"I sell them at two cents apiece." 

"I will take two." (Nettie passes a five-cent piece 
in payment.) 

" Two apples at two cents apiece, four cents, and 
one cent are five cents." 

Maggie may be the second customer. 

" I wish for a spool of white thread." 

" What number do you wish ?" 

"Number 60." 

" It is four cents." 

(Maggie passes a five-cent piece in payment.) 

" One spool of thread, four cents, and one cent are 
five cents." 

Mary may buy this time. 

" I wish for five of these pictures." 

" These pictures are a cent each." 



354 THE SCIENCE OF THE MIND 

(Mary counts out her five cents and passes it to the 
shopkeeper.) 

Mabel may buy. 

" I will take three one-cent pencils. (She gives two 
two-cent pieces in payment.) 

" Three pencils at a cent apiece, three cents, and 
one cent are four cents." 

§ 12. Comparison of Five with Numbers Known. 

Show me one block. O 

Show me two blocks beneath this. O O 

Show me three blocks beneath these. O O O 

Show me four blocks beneath these. O O O O 

Show me five blocks beneath these. O O O O O 

Which is the smallest number ? 

Which is the largest number ? 

Which is one more than one ? 

Which is one less than five ? 

Which is one more than two ? 

Which is one less than four ? 

Which is one more than three ? 

Which is one less than three ? 

Which is one more than four ? 

Which is one less than two ? 

Five is how many more than four ? 

Five is how many more than three ? 

Five is how many more than two ? 

Five is how many more than one ? 

Five is how many more than none ? 

Four and how many are five ? 

Three and how many are five ? 

Two and how many are five ? 

One and how many are five ? 



APPLIED TO TEACHING. 355 

Five minus one are how many ? 
Five minus two are how many ? 
Five minus three are how many ? 
Five minus four are how many ? 
Five minus five are how many ? 

§ 13. One-half 

What have I ? (An apple.) 

I will give you part of my apple. I will give Mamie 
the other part. 

Look at the two pieces into which I cut the apple. 
Which is the larger piece? (The answer, " They are 
just the same," is usually given. Give the word 
"equal " for "just the same.") 

What have I now ? (A card.) 

I will give Ned a part of this card. I will give 
Annie the other part. 

Look at the two pieces into which I have cut the 
card. Which is the larger piece ? (They are equal.) 

You may cut this apple into two equal pieces. 

You may cut this paper ring into two equal pieces. 

You may cut these paper scissors into two equal 
pieces. 

You may divide this envelope into two equal pieces. 

You may divide this square into two equal pieces. 

Show me the two pieces into which you cut the apple. 
What part of the apple is each piece ? 

Each of the pieces is one-half of the apple. 

Show me one-half of the apple. 

Show me the other half of the apple. 

Show me the two pieces into which you cut the paper 
ring. Which is the larger piece ? 

Show me one-half of the ring. 



356 THE SCIENCE OF THE MIND 

Show me the other half of the ring. 

Into how man}^ pieces did you cut the paper scissors ? 
Are the pieces equal ? 

Show me one of the two equal pieces. Can you tell 
me what part of the scissors it is ? Show me the other 
half of the scissors. 

Show me one-half of the envelope. 

Show me one-half of the square. 

Ned, you may give Susie half of this apple, and keep 
the other half yourself. 

Look at the two halves of the apple. Which is the 
larger ? 

I will divide this apple into halves. Into how many 
parts do I divide it ? 

What part of the apple is this ? (Holding up one 
half.) 

What part of the apple is this ? (Holding up the 
other half.) 

Show me half of an apple. 

Show me another half of an apple. 

Show me half of this sheet of paper ; half of this 
ring ; half of this circle ; half of this string. 

How many halves of an apple make a whole apple ? 

How many halves of an orange make a whole 
orange ? 

How many halves of an hour make a whole hour ? 

How many halves of a pencil make a whole pencil ? 

Advanced Arithmetic. — To teach advanced arith- 
metic, or that work beyond numbers, it is necessary 
that the teacher keep constantly in mind the objects 
which the study should accomplish. 

These objects are : 



APPLIED TO TEACHING. 357 

1. To give skill in the use of numbers. 

2. To train the mind to think accurately and 

systematically. 

These objects are not independent of each other. 
The success of the one depends upon the other. By 
skill in the use of numbers is meant, first, ease, rapidity 
and accuracy in the combination and separation of 
numbers. This is accomplished in the number work. 
Second, readiness in the solution of practical problems 
in business life. This readiness to apply arithmetical 
knowledge to business is possible only when the mind 
can think systematically and accurately. 

It will be found in nearly all cases when pupils can 
not solve a problem, that the fault lies either in the 
computation or in erroneous reasoning". You should 
find out where the deficiency is and apply the remedy. 
If the pupils has been taught as indicated in " How to 
teach numbers," there will be no difficulty in the com- 
putation. But if your pupils in advanced arthmetic 
do not add, subtract, multiply and divide rapidly, and 
accurately, put them through a daily drill until they 
have mastered this step. 

Your prime object after this has been secured, is to 
train the mental faculties to reason accurately, and 
enable the pupil to apply his knowledge to practical 
account. In this work you must make haste slowly. 
Pupils will be impatient, and w r ill want a way in which 
they can get the answer quickly. So they w r ill prefer 
to get rules for particular cases, and to solve problems 
according* to a certain model. And in this error most 
of the text-books abet them and work against the 
teacher who wishes to teach according to nature's laws. 
The text-book in arithmetic should contain no rules 



358 THE SCIENCE OF THE MIND 

and no models except those which show how to analyze 
a problem step by step. "Wentworth's Arithmetic is 
the best book now before the public. It contains 
problems, plenty of them and those of the right kind. 
The text-book in Arithmetic should furnish the work 
to be done, but should let the teacher do the teaching-. 

When you take up a new subject in Arithmetic you 
should begin with the simplest problems in the subject. 
Lead the pupils to understand the nature of the sub- 
ject, to think about it and to do the sensible, reason- 
able thing-. Lead them step by step to understand the 
nature of the case, and, if possible, let them discover 
the way to solve it by thinking about it. If they can 
not go ahead themselves, you tell them what you think 
would be the right thing to do. Then see to it that 
they, too, see that that is reasonable. And so step by 
step unravel the mystery. This method appeals 
direct^ to their reasoning- faculties. It cultivates 
them, and daily practice enables them soon to reason 
correctly instinctively. This method makes the pupil 
independent of the text-book, and enables him by the 
power that is within him to know and to do. His 
treacherous memory is not burdened with rules and 
processes. If he has a problem to solve, he solves it 
by his innate power of reason, and not by a remembered 
rule. This method is most useful because it strength- 
ens the mental faculties and trains them to accurate 
thinking ; it is most practical because it makes the 
mind always ready for any problem in practical life. 

This training of the mind is secured only by a care- 
ful analysis of every subject in Arithmetic. If you 
are to begin the subject of Denominate Numbers, be 
careful to so clearly explain about bushels, pecks. 



APPLIED TO TEACHING. 359 

quarts and pints, so that all clearly understand what 
they are, and how the one is related to the other. By 
simple problems, show them how bushels may be 
changed to other denominations, and how pints may 
be changed to higher denominations. When they 
clearly understand the subject, show them how they 
may most clearly and completely express the solution 
of problems. Be careful that they do not learn this as 
a mere form, but that they clearly comprehend each 
step in the process. 

Example : How many pts. are there in 6 bu. ? 
Solution : 

t j a. 1 bu. = 4 pk. 

• { b. 6 bu. = GX4 pk. = 24 pk. 

TT j «. 1 pk. = 8 qt. 

( b. 24 pk. = 24X8 qt. = 192 qt. 

TTT jo. 1 qt. = 2 pt. 

' { b. 192 qt. = 192X2 pt. = 384 pt. 

IV. Heyice : G bu. = 384 pt. 

Example : How many bu. are there in 448 pts. ? 
Solution : 

j j a. 1 pt. = J qt. 

I b. 448 pt. = 448 X| qt. = H- 8 - qt. = 224 qt. 

II i a. 1 qt. = i pk. 

\ b. 224 qt. = 224 X| pk. = *f± pk. = 28 pk. 

TTT j a. 1 pk. = ! bu. 

/ b. 28 pk. = 28X1 bu. = ^ bu. = 7 bu. 

IV. Hence : In 448 pt. there are 7 bu. 

Example : At 5c, a pt. what will 3 bu. 1 pk. 2 qt. 1 
pt. of berries cost ? 



.360 THE SCIENCE OP THE MIND 

Solution : 

i a. 1 bu. = 4 pk. 
I. ] b. 3 bu. = 3X4 pk. = 12 pk. 
( c. 12 pk. + l pk. = 13 pk. 
( a. 1 pk. = 8 qt. 
II. \ b. 13 pk. = 13X8 qt. = 104 qt. 
( C. 104 qt. + 2 qt. = 10G qt. 
( a. 1 qt. = 2 pt. 

III. •] b. 106 qt. = 10GX2 pt. = 212 pt. 
( C. 212 pt. + 1 pt. = 213 pt. 

jy j ci" 1 pt. costs 5c. 

[b. 213 pt. cost 213X5c. = $10. G5. 

V. Hence : 3 bu. 1 pk. 2 qt. 1 pt. at 5c. a pt. cost 

$10.05. 

Example : Reduce 521 pts. to higher denomination. 
Solution : 

T j a. 1 pt. = \ qt. 

• \ b. 521 pt. = 521 Xi qt. = H±- qt. = 2G0 qt. 1 pt, 
TT \ a. 1 qt. = I pk. 

* | b. 2G0 qt. = 260 X^ pk. = *|^ pk. = 32 pk. 4 qt. 

TTl j a - X P k - = i bu - 

1 • | b. 32 pk. = 32X1 bu. = ^ bu. = 8 bu. 

IV. Hence : 521 pt. = 8 bu. 4 qt. 1 pt, 

Example : If f of an acre of ground cost $75, what 

will f of an acre cost ? 
Solution : 



{a. | acre = or costs $75 
I. \ 



b. 4, acre = or costs i of $75 = $25. 
( c. | or 1 acre = or costs 5X$25 = $125. 
j a. 1 acre = $125. 
1 • | b. f acre = f X$125 = $^ = $35,554. 

III. Hence : If § acre costs $75, ~. acre costs $35.55. 



APPLIED TO TEACHING. 361 

Example : Find $ of $248. 

Solution : 

{ a. 100 ft = $248. 
I. \b. 1 $> = y^o of $248 = $2.48. 

( c. 6fc = Gx$2.48 = $14.88. 

II. Hence : G $ of $248 = $14.88. 

Example : $25 is what per cent of $2000 ? 
Solution : 

( a. $2000 = 100 i. 
I. \ b. $1 = ^ of 100$ = ? v°/o^ = ^V^. 

( C. $25 = 25X^ = U$ = U*. 
II. ITence : $25 is 1£# of $2000. 

Example : $50 is 40 $ of what number ? 
Solution : 

I. 100$ = the number. 

(a. 40 $ = $50. 
II. -U. 1 # = jV of $50 = $U = $1-25. 
( c. 100 fe = 100 X $1.25 = $125. 

III. Hence : $50 is 40 fo of $125. 

Pupils should solve many problems in each case in 
this manner. Should do so until there is no difficulty 
in solving them in this way. For then do they under- 
stand the principles. All the work which they put on 
the board or hand to the teacher for inspection should 
be written out in this manner. It is a good plan for 
students to keep exercise books and make them as 
neat and accurate as they can. 

When the student can solve problems in this way 
then he should solve problems with a view of getting- 



3G2 THE SCIENCE OF THE MIND 

the answer in the shortest and surest way. He can 
readily invent methods of his own, or the teacher ma}' 
show him short methods. It is right to teach short 
methods when the pupil understands the subject, but 
it is useless and detrimental to teach them before he 
thoroughly understands the subject. The only true 
proof of his knowledge of the subject is in a clear 
analysis of it. 

Physiology. 

Physiology is not to be studied until the last 3 T ear of 
the grammar school. And nothing special need be 
said of methods of teaching it, except to follow the 
principles of successful teaching as in other studies. 

The teacher should be so well versed in the study 
that he can teach it without a text-book before 
him. 

Give oral instruction for a few weeks before study- 
ing a text-book. 

Begin with the digestive organs. Use drawings, 
charts or pictures in books to give them an idea of the 
organs. Explain their use. Make it clear to them what 
each organ does, and how altogether they transform 
the food into blood. 

At the next lesson ask questions on the previous 
lesson. And keep reviewing until they have learned 
what you wish them to know and understand. 

Next take up the circulating organs in the same 
way. Explain the use of the blood and give them a 
fair idea of the organs and how they cany the blood 
to all parts of the body. 

Then study the lungs, the skin and other organs that 
purify the blood. 



APPLIED TO TEACHING. 363 

In the same manner give a good idea of the bones 
and muscles. Make the whole subject just as inter- 
esting- as } T ou can with objects and illustrations. 

In these oral and object lessons the pupils will get 
a general conception of the subject. They will also 
learn easily the many hard names which are such a 
terror to them in the text-book. The subject can be 
made exceedingly interesting. And when they take 
up the study in the book they will not find it hard and 
dry; for they are already interested and have suffi- 
cient knowledge to pursue the subject. 

Teach them to regard the text-book, only as their 
source of information and not as a thing to be memo- 
rized. 

To secure this end you must be independent of the 
text-book, and lead the way in investigation. Make a 
topical outline of the subject, and make it somewhat 
different from the one in the book. Place a part of this 
outline on the board and let them copy it as a guide 
for the next lesson. Require them to find out all that 
they can about each topic, and to give it in their own 
language in recitation. Encourage each one to learn 
something which another will not be likely to know. 
A variety of text-books is better than for all to have 
the same book. The best possible spirit for a student 
to have is to always be trying to present something 
new. 

Make your study practical by spending much time 
on the laws of health. Below will be found a general 
outline of the subject which may aid young teach- 
ers : 



364: the science of the mind 

Man. 

I 1 Physical Nature. 
I 2 Systems of Organs. 
I 3 Motor. 
I 4 The Skeleton. 
V Divisions. 
I 6 The Head. 
I 7 Divisions. 
I s Cranium. 
I 9 Bones. 

I 10 Frontal, Temperal, etc. 
2 s Face. 
I 9 Bones. 

I 10 Inferior Maxillory, etc. 
2 6 Trunk. 

I 7 Divisions. 

I 8 Spinal column. 

I 9 Bones. 

2 8 Ribs. 

3 8 Pelvis. 

4 8 Single Bones. 

3 6 Extremities. 

I 7 Upper. 

I 8 Bones. 

2 7 Lower. 

I 8 Bones. 

2 5 Articulations. 

I 6 Joints. 

I 7 Kinds. 

2 7 Membranes. 

3 5 Structure. 

4 5 Function. 

5 6 Hyg-iene. 



APPLIED TO TEACHING. 365 

2 4 Muscles. 
V Structure. 
2 5 Kinds. 
3 5 Names. 
4 s Function. 
5 5 Hygiene. 
' Nutritive. 
I 4 Organs. 
I 5 Digestive. 
I 6 Alimentary Canal. 
V Divisions. 
l e Mouth. 
2 8 Pharynx. 
3 s Esophagus. 
4 8 Stomach, etc. 
2 7 Glands. 
3 7 Ducts. 

I 8 Thoratic. 
4 r Covering. 
2 B Circulatory. 
I 6 Heart. 
2 6 Arteries. 
3 6 Veins. 
4" Capillaries. 
3 5 Respiratory. 
1 G Lungs, etc. 
4 6 Excretory. 
1" Skin. 

2 6 Kidneys, etc. 
5 5 Secretory. 
I 6 Glands. 
2" Follicles. 
! Nervous. 



366 THE SCIENCE OF THE MIND 

l 4 Brain. 

2 4 Spinal Cord. 

3 4 Nerves. 

l r ' Cerebro Spinal. 

2 5 Sympathetic. 
4 4 Function. 
5 4 Hygiene. 



APPLIED TO TEACHING. 367 



CHAPTER XX. 

GRADATION. 

Course of Study. — In many country schools there 
is no course of study provided, which all pupils are 
compelled to take. The children study what they 
desire or what their parents desire. The teacher 
cannot force the pupils into certain studies without 
making- himself trouble, nor can he get the parents to 
provide the books which the children need. 

If the teacher is conscientious he will see to it in 
some way that pupils take the studies which thej' 
need. He will get the school board to use their 
authority, and he will get the children interested in 
the oral part of the work and then the parents will 
consent to their pursuing the study and will provide 
the books. Matters could be much simplified and 
expense avoided did the school authorities furnish the 
text-books as they furnish the desks, etc. 

The course of study given on page 370 is for a 
grammar school of any kind whether it be graded or 
ungraded. The brace on the left shows when the 
study is begun ; the one on the right when it is com- 
pleted. This provides for eight years. Each column 
shows a year and by looking down the column and 
noting the braces which include the column shows 
what studies are to be taken that year. 



368 THE SCIENCE OF THE MIND 

The High School. — Statistics show that only about 
six per cent of the entire enrollment of a school will 
be found in the high school. On economic grounds a 
high school should not be established before there are 
pupils enough to furnish employment for one teacher 
at least. The least number of pupils for this is thirty. 
It then follows, that unless the entire enrollment must 
be at least 500 pupils. Of the thirty pupils in the 
high school, there will probably be sixteen in it the 
first year, ten in the second and four in the third. 
The course of study given on page 371 is for such a 
school. As the high school increases in numbers, the 
courses of study should be increased so that pupils 
may have abundant opportunity to select according to 
their requirements. There should be at least two 
courses that will prepare for college, a Latin scientific 
and classical course, including such of the modern 
languages as are required for admission to college. 
There should also be an English course including the 
sciences, mathematics, history and literature, for 
students who will not attend a higher grade of 
instruction. 

Programs for Daily Recitation and Study.— It is 
of great importance to have a program of recitation, 
but more important to have one of study. The pro- 
grams which follow are for a country school of two 
departments and of three departments. The one on 
page 373 indicates both the time of recitation and of 
study. The italics refer to the time of recitation, the 
roman letters to the time when the grade is to study 
that lesson. When two or more grades art 1 ma iked 
to recite at the same time, it means that both or all 
are to recite together, or that one of the advanced 



APPLIED TO TEACHING. 369 

pupils may hear one class while the teacher hears the 
rest. 

Successive Transformation. — The chart on pag-e 
378 is taken from " Payne's School Supervision " an 
excellent work which teachers are advised to secure. 
It shows how a school should he divided as it increases 
in numbers of pupils and teachers. 



370 



THE SCIENCE OF THE MIND 



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THE SCIENCE OF THE MIND 



PROGRAM OF RECITATION FOR A COUNTRY SCHOOL. 



9.00 to 9.05 


Opening Exercises. 




E 


D 


C 


B 


A 


9.05 to 9.15 


1st Read. 










9.15 to 9.30 




2d Read. 








9.30 to 9.45 






3d Read. 






9.45 to 10.00 








4tb Read. 




10. 00 to 10.15 










5tb Read. 


10.15 to 10.25 






Recess. 






10.25 to 10.35 


1st Reader 










10.35 to 10.45 




Numbers. 








10.45 to 11.00 






Aritb. 






11.00 to 11.20 








Arith. 




11.20 to 11.45 










Arith. 


11.45 to 12.45 




Inter 


mission. 






12.45 to 12.55 


Numbers. 










12.55 to 1.10 




Oral Geo. 








1.10 to 1.25 






Geog. 






1.25 to 1.40 








Geog. 




1.40 to 2.00 










History. 


2.00 to 2.15 










Spelling. 


2.15 to 2.25 






Recess. 






2.25 to 2.35 


Oral Les. 










2.35 to 2.45 




Spelling. 








2.45 to 3.00 






Lang. 






3.00 to 3.15 








Lang. 




3.15 to 3.35 










Gram. 


3.35 to 3.55 






Spelling. 


Spelling. 




3.55 to 4.00 






Roll Call. 







APPLIED TO TEACHING. 



373 



PROGRAM OF RECITATION AND STUDY FOR A SCHOOL 
OF TWO DEPARTMENTS.— PRIMARY DEPARTMENT. 



9.00 to 9.10 




Opening Exercises. 






D Class. 


C Class. 


B Class. 


A Class. 




First Year. 


Second Year 


Third Year. 


Fourth Year 


9.10 to 9.25 


Reading. 


Reading. 


Reading. 


Reading. 


9.25 to 9.40 


Slate work. 


Reading. 


Reading. 


Reading. 


9.40 to 9.55 


Slate work. 


Reading-. 


Reading. 


Reading. 


9.55 to 10.10 


Slate work. 


Reading. 


Reading. 


Reading. 


10. 10 to 10.25 


Or' I Instruct 


Number. 


Reading. 


Biography. 


10.25 to 10.45 


Slate work. 


Number. 


Recess. 


Recess. 


10.45 to 10.55 


Recess. 


Recess. 


Number. 


Biography. 


10.55 to 11.10 


Reading. 


Reading. 


Number. 


Biography. 


11.10 to 11.25 


Dismissed. 


Reading. 


Number. 


Number. 


11.25 to 11.40 




Dismissed. 


Number. 


Number. 


11.40 to 11.55 






Number. 


Number. 


11.55 to 12.00 




Roll Call. 


Roll CaU. 


Roll Call. 


12.00 to 1.00 




Intermission 


Intermission 




1.00 to 1.15 


Reading. 


Reading. 


Language. 


Geography. 


1.15 to 1.30 


Slate work. 


Reading. 


Language. 


Geography. 


1.30 to 1.45 


Slate work. 


Reading. 


Language. 


Geography. 


1.45 to 2.00 


Slate work. 


Language. 


Biography. 


Geography. 


2.00 to 2.15 


Number. 


Language. 


Biography. 


Language. 


2.15 to 2.30 


Slate work. 


Language. 


Recess. 


Recess. 


2.30 to 2.45 


Recess. 


Recess. 


Biograpthy. 


Language. 


2.45 to 3.00 


Slate work. 


Spelling. 


Spelling. 


Language. 


3. 00 to 3.15 


Reading. 


Spelling. 


Spelling. 


Spelling. 


3.15 to 3.30 


Dismissed. 


Spelling. 


Spelling. 


Spelling. 


3.30 to 3.45 




Dismissed. 


Spelling. 


Spelling. 


3.45 to 4.00 


Roll Call 


and 


Dismissal. 





374 



THE SCIENCE OF THE MIND 



PROGRAM OF RECITATION AND STUDY. 
GRAMMAR DEPARTMENT. 



9.00 to 9.10 


Opening Exercises. 






D Class. 


C Class. 


B Class. 


A Class. 






First Year. 


Second Year 


Third Year. 


Fourth Year 


9.10 to 


9.25 


Reading. 


Reading. 


Arithmetic. 


Arithmetic. 


9.25 to 


9.40 


Reading. 


Reading. 


Arithmetic. 


Arithmetic. 


9.40 to 10.00 


Reading. 


Reading. 


Arithmetic. 


Arithmetic. 


10.00 to 10.25 


Recess. 


Recess. 


Arithmetic. 


Arithmetic. 


10.25 to 11.45 


Arithmetic. 


Arithmetic. 


Geography. 


Reading. 


10.45 to 


11.05 


Arithmetic. 


Arithmetic. 


Recess. 


Recess. 


11.05 to 11.25 


Arithmetic. 


Arithmetic. 


Geography. 


Reading. 


11.25 to 11.40 


Arithmetic. 


Arithmetic. 


Geography. 


Reading. 


11.40 to 12.00 


Geography. 


Geography. 


Geography. 


Grammar. 


12.00 to 


1.00 




Intermission 


Intermission 




1.00 to 


1.15 


Geography. 


Geography. 


Language. 


Grammar. 


1.15 to 


1.30 


Geography. 


Geography. 


Language. 


Grammar. 


1.30 to 


1.55 


Language. 


Geography. 


Language. 


Grammar. 


1.55 to 


2.10 


Language. 


Language. 


Language. 


Physiology. 


2.10 to 


2.25 


Language. 


Language. 


Recess. 


Recess. 


2.25 to 


2.40 


Recess. 


Recess. 


Reading. 


Physiology. 


2.40 to 


3.00 


Biography. 


History. 


Reading. 


Physiology. 


3.00 to 


3.15 


Biography. 


History. 


History. 


History. 


3.15 to 


3.35 


Biography. 


History. 


History. 


History. 


3.35 to 


3.55 


Spelling. 


Spelling. 


History. 


History. 


3.55 to 


4.10 


Spelling. 


Spelling. 


History. 


History. 



APPLIED TO TEACHING. 



375 



PROGRAM OF RECITATION FOR A SCHOOL OF THREE 
DEPARTMENTS.— PRIMARY DEPARTMENT. 



9.00 to 9.10 


Opening Exercises. 




B Class. 


A Class. 




First Year. 


Second Year. 


9. 10 to 9.25 


Reading (First Division). 




9.25 to 9.45 




Reading (First Division). 


9.45 to 10.00 


Oral Instmiction (2d). 




10.00 to 10.20 




Number (Second Div.). 


10.20 to 10.35 


Oral Instruction (1st). 




10.35 to 10.45 


Recess. 


Recess. 


10.45 to 11.05 




Number (First Division). 


11.05 to 11.20 


Reading (2d Division). 




11.20 to 11.40 




Reading (Second Div.). 


11.40 to 11.45 


Roll Call. 


Roll Call. 


11.45 to 1.00 


Intermission. 


Intermission. 


1.00 to 1.15 




Number (First Division). 


1.15 to 1.35 


Reading (First Division). 




1.35 to 1.55 




Reading (First Division). 


1.55 to 2.10 


Number (First Division). 




2.10 to 2.30 




Language (Second Div.) 


2.30 to 2.45 


Number (Second Div.). 




2.45 to 3.00 


Recess. 


Recess. 


3.00 to 3.20 


Reading (Second Div.). 




3.20 to 3.35 




Langaiage (First Div.). 


3.35 to 3.40 


Roll Call. 


Roll Call. 



376 



THE SCIENCE OF THE MIND 



PROGRAM FOR INTERMEDIATE DEPARTMENT. 



9.00 to 9.10 


Opening Exercises. 




C Class. 


B Class. 


A Class. 




Third Year. 


Fourth Year. 


Fifth Year. 


9.10 to 9.25 


Reading. 






9.25 to 9.40 




Reading. 




9.40 to 9.55 






Reading. 


9.55 to 10.15 


Geography. 






10.15 to 10.35 




Geography. 




10.35 to 10.45 


Recess. 


Recess. 


Recess. 


10.45 to 11.05 






Geography. 


11.05 to 11.20 


Number. 






11. 20 to 11.35 




Number. 




11.35 to 11.55 






Arithmetic. 


11.55 to 12.00 


Roll CaU. 


Roll Call. 


Roll Call. 


12.00 to 1.00 


Intermission. 


Intermission. 


Intermission. 


1.00 to 1.20 


Language. 






1.20 to 1.40 




Language. 




1.40 to 2.00 






Language. 


2.00 to 2.15 


Biography. 






2.15 to 2.30 




Biography. 




2.30 to 2.45 






Biography. 


2.45 to 3.00 


Recess. 


Recess. 


Recess. 


3.00 to 3.25 


Sjielling. 


Spelling. 




3.25 to 3.35 






Spelling. 


3.35 to 3.40 


Roll Call. 


Roll Call. 


Roll Call. 



APPLIED TO TEACHING. 
PROGRAM FOR GRAMMAR DEPARTMENT. 



37? 



9.00 to 9.10 


Opening Exercises. 




C Class. 


B Class. 


A Class. 


9.10 to 9.25 


Sixth Year. 


Seventh Year. 


Eighth Year. 


Reading. 






9.25 to 9. JO 




Reading. 




9.40 to 9.55 






Reading. 


9.55 to 10. 15 


Geography. 






10. 15 to 10.35 




Geography. 




10.35 to 10.45 


Recess. 


Recess. 


Recess. 


10.45 to 11.05 






Arithmetic. 


11.05 to 11.20 


Arithmetic. 






11.20 to 11.35 




Arithmetic. 




11.35 to 11.55 






Grammar. 


11.55 to 12.00 


Roll Call. 


Roll Call. 


Roll Call. 


12.00 to 1.00 




Intermission. 




1.00 to 1.20 


Language. 






1.20 to 1.40 




Language. 




1.40 to 2.00 






History. 


2. 00 to 2.25 


History. 






2.25 to 2.45 




History. 




2.45 to 3.00 


Recess. 


Recess. 


Recess. 


3. 00 to 3.20 






Physiology. 


3.20 to 3.45 


Spelling. 


Spelling. 




3.45 to 4.00 






Spelling. 


4. 00 to 4.05 


Roll Call. 


Roll Call. 


Roll Call. 



378 THE SCIENCE OF THE MIND 

SUCCESSIVE TRANSFORMATION OF A SCHOOL. 





Prim. Grade. 


Gram. Grade. 


CharJ^of Two ' First School. 
^ Teachers. { Second School. 


D. C. B. A. 


D. C. B. A. 


120 Pupils, f First School. 


D. C. 

B. A. 


D. 

C. B. A. 


nnn ^ -, f First School. 
200 Pupils, I Second School. 
Four Teachers. 1 Third School. 
[ Fourth School. 


D. iC. 
iC. B. 

A. 


D. 

C. B. A. 


250 Pupils, 
Five Teachers. 


' First School. 

Second School. 

Third School. 

Fourth School. 
. Fifth School. 


D. 
C. 
B. 

A. 


D. 

C. B. A. 


300 Pupils, 
Six Teachers. 


' First School. 

Second School. 

Third School. 

Fourth School. 

Fifth School. 
k Sixth School. 


D. 
C. 

B. 

A. 


D. C. 

B. A. 


350 Pupils, 
Seven Teachers. 


r First School. 

Second School. 

Third School. 

Fourth School. 

Fifth School. 

Sixth School. 
L Seventh School. 


iD. 
|D 
C. 
B. 
A. 


D. C. 

B. A. 



APPLIED TO TEACHING. 379 

SUCCESSIVE TRANSFORMATION OF A SCHOOL. 





Prim. Grade. 


Gram. Grade. 




' First School. 


m 






Second School. 


m 






Third School. 


c. 




400 Pupils, 


Fourth School. 


B. 




Eight Teachers. " 


Fifth School. 


A. 






Sixth School. 




D. 




Seventh School. 
Eighth School. 




C. 






B. A. 




' First School. 


m 






Second School. 


" *D. 






Third School. 


w. 






Fourth School. 


a. 




450 Pupils, _, 
Nine Teachers. 


Fifth School. 
Sixth School. 


B. 
A. 






Seventh School. 




D. 




Eighth School. 




C. 




_ Ninth School. 




B. A. 


f First School. 


£D. 






Second School. 


£D. 






Third School. 


ci. 






Fourth School. 


Ch 




500 Pupils, 


Fifth School. 


B. 




Ten Teachers. | Sixth School. 


A. 






Seventh School. 




D. 




Eighth School. 




C. 




Ninth School. 




B. 




_ Tenth School. 




A. 



BRAIN and MHSTO; 

OR, 

MENTAL SCIENCE CONSIDERED IN ACCORDANCB 
WITH THE PRINCIPLES OF PHRENOLOGY, 

AND 

IN RELATION TO MODERN PHYSIOLOGY. 

By Henry S. Drayton, A.M., M.D., and James McNeill, A.B. Illustra 
ted with over 100 Portraits and Diagrams. i2mo, extra cloth, $1.50. 

This contribution to the science of mind has been made in response to the demand 
of the time for a work embodying the grand principles of Phrenology, as they art 
understood and applied to-day by the advanced exponents of mental philosophy, whc 
accept the doctrine taught by Gall, Spurzheim, and Combe. 

The following, from the Table of Contents, shows the scope of the work : 
General Principles; Of the Temperaments ; Structure of the Brain and Skull; 
Classification of the Faculties ; The Selfish Organs ; The Intellect ; The 
Semi-Intellectual Faculties ; The Organs of the Social Functions ; The 
Selfish Sentiments ; The Moral and Religious Sentiments ; How to Ex- 
amine Heads ; How Character is Manifested ; The Action of the Facul- 
ties ; The Relation of Phrenology to Metaphysics and Education ; Value 
of Phrenology as an Art ; Phrenology and Physiology ; Objections and 
Confirmations by the Physiologists ; Phrenology in General Literature. 

NOTICES OE 

" Phrenology >.s no longer a thing laugh- 
eA at. The scientific researches of the 
last twenty years have demonstrated the 
tearful and wonderful complication of 
matter, not only with mind, but with 
what we call moral qualities. Thereby, 
we believe, the divine origin of 'our 
frame' has been newly illustrated, and 
the Scriptural psychology confirmed ; and 
in the Phrenological Chart we are dispos- 
ed to find a species of ' urim and thum- 
mim,' revealing, if not the Creator's will 
concerning us, at least His revelation of 
essential character. The above work is, 
without doubt, the best popular presenta- 
tion of the science which has yet been 
made. It confines itself strictly to facts, 
and is not written in the interest of any 
pet ' theory.' It is made very interesting 
by its copious illustrations, pictorial and 
narrative, and the whole is brought down 
to the latest information on this curious 
and suggestive department of knowl- 
edge."— Christian Intelligencer, N. Y. 

In style and treatment it is adapted to the general reader, abounds with valuable in- 
struction expressed in clear, practical terms, and the work constitutes by far the best 
Text-book on Phrenology published, and is adapted to both private and class study. 

The illustrations of the Special Organs and Faculties are for the most part from 
portraits of men and women whose characters are known, and great pains have been 
.aken to exemplify with accuracy the significance of the text in each case. For the 
student of mind and character the work is of the highest value. By mail, post 
paid, on receipt of price, $1.50. Address, 

FOWLtR & WELLS CO . Publishers, 753 Broadway, N. Y. 



THEE 3P3RESS. 

"Whether a reader be inclined to be- 
lieve Phrenology or not, he must find the 
volume a mine of interest, gather many 
suggestions of the highest value, and rise 
from its perusal with clearer views of the 
nature of mind and the responsibilities of 
human life. The work constitutes a com- 
plete text-book on the subject." — Presby- 
terian Journal, Philadelphia. 

" In ' Brain and Mind ' the reader will 
find the fundamental ideas on which Phre- 
nology rests fully set forth and analyzed, 
and the science clearly and practically 
treated. It is not at all necessary for the 
reader to be a believer in the science to 
enjoy the study of the latest exposition of 
its methods. The literature of the science 
is extensive, but so far as we know there 
is no one book which so comprehensively 
as ' Brain and Mind ' defines its limits and 
treats of its principles so thoroughly, not 
alone philosophically, but also in their 
practical relation to the everyday life of 
man." — Cal. Advertiser. 




HEADS iffiCES: HOW TO STUDY THEM 



A Complete Manual of 
Phrenology and Physiognomy for the People, 

By PROF. NELSON SIZER, and H. S. DRAYTON, M. D. 

Fully illustrated. Octavo, extra cloth, Sl.OO; paper edition, 40 cents. 



All claim to know something of How to Head Character, but very 
few understand all the Signs of Character as shown in the Head 
and Face, The subject is one of great importance, and in this work 
the authors, Prof. Nelson Sizer, the phrenological examiner at the rooms of 
Fowler & Wells Co., and Dr. H. S. Drayton, the editor of the Phrenological 
Journal, have considered it from a practical standpoint, and the subject is 
so simplified as to be of great interest and easily understood. 

The demand for standard publications of low price has increased greatly 
with the tendency of many bookmakers to meet it. Popular editions of the 
poets, historians, scientists have fallen in line with the hundreds and thous- 
ands of cheap editions of the better classes of novels ; and now, in response to 
the often-expressed want of the studious and curious, we have this voluminous 
yet very low-priced treatise on " Heads and Faces" from the point of view of 
Phrenology, Physiognomy, and Physiology. Although so low-priced, as we 
have noted above, it is no flimsy, patched-up volume, but a careful, honest 
work, replete with instruction, fresh in thought, suggestive and inspiring. 
There are nearly two hundred illustrations, exhibiting a great variety of faces 
human and animal, and many other interesting features of the much-sided 
subject that is considered. Taken at length it is one of the most complete 
books on face-study that has been issued by its publishers, and is a book 
that must create a demand wherever it is seen. The style in which it has 
been produced, the excellent paper, good presswork, numerous illustrations, 
and elegant, engaging cover, make it a phenomenon even in this cheap book 
day. Sent by mail, post paid, on receipt of price, 40 cts. 

Address, Fowler & Wells Co., Publishers, 

753 Broadway, New York. 




6. Combative ness. 



3. Friendship. 



THE PHRENOLOGICAL JOURNAL 

is widely known in America and Europe, having been before the reading- world fifty 
years, and occupying a place in literature exclusively its own, viz. : the study of 
Bluiiiiiii Nature. 

It has long met with the approval of the press and the people, and as a means of 
introducing the Journal and extending an interest in the subject, we have prepared 
a new Phrenological Chart. This is a handsome lithograph of a sym- 
bolical head, in which the relative location of each of the organs is shown by special 
designs illustrating the function of each in the human mind. 

These sketches are not simply outlines, as shown above, but many of them are lit- 
tle gems of artistic design and coloring in themselves, and will help the student to 
locate the faculties and to impress his mind with a correct idea of their prime 
functions. 

For instance, Combativeness is represented by a scene in a lawyer's office, 
where a disagreement has led to an angry dispute ; Sccretireness is shown by 
a picture of the cunning fox attempting to visit a hen-roost by the light of the moon ; 
the teller's desk in a bank represents Acquisitiveness ; a butcher's shop is 
made to stand for Destructiveness ; the familiar scene of the "Good 
Samaritan " exhibits the influ nee of Beno'volence ; Sublimity is pictured 
by a sketch of the grand scenery of the Yosemite Valley. 

The Chart also contains a printed Key, giving the names and definitions of the dif- 
ferent faculties. The whole picture is very ornamental, and must prove a feature of 
peculiar attraction wherever it is seen ; nothing like it for design and finish being else- 
where procurable. 

It is mounted with rings for hanging on the wall, and will be appropriate for the 
home, office, library, or school. The head itself is about twelve inches wide, beauti- 
fully lithographed in colors, on heavy plate paper, about 19X 24 inches. Price, $1.00. 
It is published and offered as a special premium for subscribers to the Phreno- 
logical Journal for 1885. To those who prefer it, we will send the Phieno- 
logical Bust as a premium. The Journal is published at $2.00 a year, with 15 cents 
extra required when the Cnart or Bust is sent. Single Number, 20 cen»s. Address 

FOWLER & WELLS CO., Publishers, 753 Broaiwiy, N. Y. 



WORKS PUBLISHED DV 
FOWLER & WELLS CO., New York. 



PHRENOLOGY AND PHYSIOGNOMY. 



American Phrenological Journal and 
Science of Health. — Devoted to Eth- 
nology, Physiology, Phrenology, Physiog- 
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Education, Literature, etc., with Measures 
to Reform, Elevate, and Improve Man- 
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Monthly, $2 a year ; 20 cents a number. 

Sell (Sir Charles). — Expression : its 

Anatomy and Philosophy. With tfie 
original Notes and Illustrations by the 
author, and additional Notes and Illustra- 
tions by Samuel R. Wells. $1.25. 

Boardman(Andrew,M.D.) — Defence 
of Phrenology ; Containing an Essay 
on the Nature and Value of Phrenological 
Evidence ; A Vindication of Phrenology 
against the Attack of its opponents. $1.25. 

Bray (Charles). — The Education of 
the Feelings and Affections. Edited, 
with Notes and Illustrations, by Nelson 
Sizer. Cloth, $1.50. 

This work gives ill and definite directions 
for the cultivation or restraining of all the 
faculties relating to the feelings or affections. 

Combe (George). — A System of 
Phrenology ; With One Hundred En- 
gravings. Cloth, $1.50. 

Constitution of Man ; Consider- 
ed in Relation to external objects. The 
only authorized American edition ; with 
twenty engravings, and a portrait of the 
author. $1.50. 
The " Constitution of Man " is a work with 

which every teacher and every pupil should be 

acquainted. 

Lectures on Phrenology ; with 

Notes, an Essay on the Phrenological 
Mode of Investigation, and an Historical 
Sketch, by A. Boardman, M.D. $1.50. 

These are the lectures delivered by George 
Combe in America. 

Moral Philosophy ; or, the Duties 

of Man considered in his Individual, Do- 
mestic, and Social Capacities. $1.50. 

Uniform Edition, 4 vols., extra cloth, $5.00. 

Library Edition, 4 vols., $10. 



On Education. — Papers on Edu- 
cational Subjects. One vol. 8vo, Edin- 
burgh Edition. Cloth, $5.00. 
This volume consists of valuable Essays 

written by Mr. Combe, ana should be found in 

the library of every teacher. 

The Life of. By Charles Gib- 
bon. 2 volumes, 8vo, with two portraits. 
London Edition. $5.00. 
These two works are not published in this 

country, but we can furnish from our stock, or 

import to order. 

Capen (Nahum, LL.D.) — Reminis- 
cencesof Dr. Spurzheim and George 
Combe, and a Review of the Science of 
Phrenology from the period of its discov- 
ery by Dr. Gall to the time of the visit 
of George Combe to the United States, 
with a new portrait of Dr. Spurzheim. 
i2mo, extra cloth, $1.50. 

Drayton (H. S., A.M.), and McNeil 
(James, A.M.) — Brain and Mind; or, 
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Relation to Modern Physiology. 111. $1.50. 
This is the latest and b«st work published. 
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Drayton (H. S., A.M.)— The Indi- 
cations of Character, as manifested 
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form of the face. Illustrated. 25 cents. 

How to Study Phrenology. — 

With Suggestions to Students, Lists of 
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Fowler (O. S.)— Education and Self- 
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Character ; Including the Management 
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TELLECTUAL IMPROVEMENT, applied to 

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Education and Beauty. $1.25. 

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Phrenology Proved, Illustrated, 

and Applied. Embracing an Analysis 
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Fowler Brothers. $1.50. 

Self-Instructor in Phrenology 

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Synopsis of Phrenology, and 

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Redfield's Comparative Physiogno- 
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How to Teach According to 

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dote and Experience. $1.50. 

Thoughts on Domestic Life ; or, 

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Catechism of Phrenology. — Il- 
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NOMY ; or, Signs of Character, as mani- 
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" The treatise of Mr. Wells, which is admira- 
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Phrenological Bust.— Showing the 
latest classification and exact location of 
the Organs of the Brain. It is divided so 
cts to show each individual Organs on one 
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PHRENOLOGY AND PHYSIOGNOMY, 



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of the Brain in the Delineation of Char- 
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Paper, $1.00; Cloth, $1.25. 

Wedlock ; or, The Right Relations 

of the Sexes. Disclosing the Laws of 
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May Marry. $1.50 ; gilt, $2.00. 

New Descriptive Chart, for the 

Use of Examiners in the Delineation of 
Character. 25 cents ; cloth, 50 cents. 

Harmony of Phrenology and the 
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How to Study Character ; or, the 
True Basis for the Science of 
Mind. Including a Review of Bain's 
Criticism of Phrenology. By Thos. A. 
Hyde. Paper, 50 cents ; cloth, $1.00. 



The Phrenological Miscellany; of, 
Illustrated Annuals of Phrenology and 
Physiognomy, from 1865 to 1S73 combin- 
ed in 1 volume, the nine containing over 
400 illustrations, many portraits and biog- 
raphies of distinguished personages. 

Comparative Physiognomy ; or, Re- 
semblances Between Men and Animals. 
By J. W. Redfield, M.D. Octavo vol- 
ume, illustrated. Price, $2.50. 

Phrenology and the Scriptures. — 

Showing the Harmony between Phre- 
nology and the Bible. 15 cents. 

The Annuals of Phrenology and 
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Phrenological Chart or Map. A 

Symbolical Head 12 inches across, Litho- 
graphed in Colors, on paper 19 x 24 
inches, mounted for hanging on the wall, 
or suitable for framing. Price $1.00. 

Phrenology, its History and Impor- 
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There is an increasing interest in the facts relating to Magnetism, etc., and we present 
below a list of Works on this subject. 



Practical Instructions in Animal 
Magnetism. By J. P. F. Deleuze. Trans- 
lated by Thomas C. Hartshorn. New and 
Revised edition, with an appendix of notes 
by the Translator, and Letters from Emi- 
nent Physicians, and others. $2.00. 

History of Salem Witchcraft. — A 
review of Charles W. Upham's great 
Work from the Edinburgh Revieiv, with 
Notes • by Samuel R. Wells, contain- 
ing, also, The Planchette Mystery, Spirit- 
ualism, by Mrs. Harriet Beecher 
Stowe, and Dr. Doddridge's Dream. $1. 

Fascination ; or, the Philosophy of 

Charming. Illustrating the Principles 
of Life in connection with Spirit and Mat- 
ter. By J. B. Newman, M.D. $1.00. 

Six Lectures on the Philosophy of 

Mesmerism, delivered in Marlboro' Chap- 
el, Boston. By Dr. John Bovee Dods. 
Paper, 50 cents. 

The Philosophy of Electrical Psy- 
CHOLOGY, in a course of Twelve Lectures. 
By the same author. 121110, cloth, $1.25. 



Sent by Mail, post-paid. 



The Library of Mesmerism and 

Psychology. — Comprising the Philoso- 
phy of Mesmerism, Clairvoyance, Mental 
Electricity. — Fascination, or the Power of 
Charming. Illustrating the Principles 
of Life in connection with Spirit and 
Matter. — The Macrocosm, or the Universe 
Without : being an unfolding of the plan 
of Creation, and the Correspondence of 
Truths. — The Philosophy of Electrical 
Psychology ; the Doctrine of Impressions ; 
including the connection between Mind 
and Matter ; also, the Treatment of Dis- 
eases. — Psychology ; or, the Science of the 
Soul, considered Physiologically and Philo- 
sophically ; with an Appendix containing" 
Notes of Mesmeric and Psychical experi- 
ence, and illustrations of the Brain and 
Nervous System. 1 vol. $3.50. 

How to Magnetize ; or, Magnetism 
and Clairvoyance. — A Practical Treat- 
ise on the Choice, Management and 
Capabilities of Subjects, with Instructions 
on the Method of Procedure. By James 
Victor Wilson. i8mo, paper, 25 cts. 

The Key to Ghostism. By Rev, 
Thomas Mitchel. $1.50. 

Fowler & Wells Co., 753 Broadway, Wow York, 



HEALTH BOOKS. 



This List comprises the Best Works on Hygiene, Health, Etc 

Combe (Andrew, M.D.) — Principles 

applied to the Preservation of Health and 
to the Improvement of Physical and 
Mental Education. Illustrated. Cloth. 
$1.50. 



Management of Infancy, Physi- 
ological and Moral Treatment. With 
Notes and a Supplementary Chapter, 
$1.25. 

Dodds (Susanna W., M.D.)— Health 
in the Household ; or, Hygienic Cook- 
ery. i2mo, extra cloth, $2.00. 

Fairchild (M. Augusta, M.D.)— How 
TO BE Well ; or, Common-Sense Med- 
ical Hygiene. A book for the People, 
giving Directions for the Treatment and 
Cure of Acute Diseases without the use of 
Drug Medicines; also, General Hints on 
Health. $1.00. 

Graham (Sylvester).— Science of 
Human Life, Lectures on the. With 
a copious Index and Biographical Sketch 
of the Author. Illustrated, $3.00. 

Chastity. — Lectures to Young 

Men. Intended also for the Serious Con- 
sideration of Parents and Guardians. 
i2mo. Paper, 50 cents. 

Gully (J. M., M.D.) — Water-Cure 
in Chronic Diseases. An Exposition 
of the Causes, Progress, and Termination 
of various Chronic Diseases of the Di- 
gestive Organs, Lungs, Nerves, Limbs, 
and Skin, and of their Treatment by 
Water and other Hygienic means. $1.50. 

For Girls ; A Special Physiology, or 
Supplement to the Study of General Phy- 
siology. By Mrs. E. R. Shepherd. $1.00. 
Page (C. E., M.D.)— How to Feed 
the Baby to make her Healthy and Hap- 
py. 121110. Third edition, revised and 
enlarged. Paper, 50 cents ; extra cloth, 
75 cents. 

This is the most important work ever publish- 
ed 011 the subject of infant dietetics. 

The Natural Cure of Consump- 

TiON, Constipation, Bright's Disease, Neu- 
ralgia, Rheumatism, "Colds" (Fevers), 
etc. How these Disorders Originate, and 
How to Prevent Them, izmo, cloth, $1.00. 



Horses : their Feed and their Feet. 
— A Manual of Horse Hygiene. Invaluable 
to the veteran or the novice, pointing out 
the true sources of disease, and how to pre- 
vent and counteract them. By C. E. 
Page, M.D. Paper 50 cts., cloth 75 cts. 

The Diet Question. — Giving the 
Reason Why, from " Health in the House- 
hold," by Mrs. S. W. Dodds, M.D. 10c. 

The Health Miscellany. An impor- 
tant Collection of Health Papers. Nearly 
100 octavo pages. 25 cents. 

Gully (J. M., M.D.) and Wilson 
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Water-Curk, with Authenticated Evi- 
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Processes used in the Water Treatment, 
a Sketch of the History and Progress of 
the Water-Cure. 50 cents. 

Jacques (D. H., M.D.)— The Tem- 
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relation to Mental Character and Practical 
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Phre7iological Journal. 150 Portraits 
and other Illustrations. $1.50. 

How to Grow Handsome, or 

Hints toward Physical Perfection, and 
the Philosophy of Human Beauty, show- 
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Deformities of Age. New Edition. $1.00. 

Johnson (Edward, M.D.) — Domes- 
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White (Wm., M.D.)— Medical Elec- 
TRICITY. — A Manual for Students, show- . 
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different Combinations of Electricity, 
Galvanism, Electro-Magnetism, Magneto- 
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i2mo, $1.50. 

Transmission ; or, Variations of Char- 
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IANA B. KlRBY. 25 ClS. , Cloth, 50 CtS. 



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The Man Wonderful in the House 

Beautiful. An Allegory. Teaching 
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Allen. $1.50. 
Smoking and Drinking. By James 
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The Diseases of Modern Life. By 
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The Parents' Guide ; or, Human De- 
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Controlling Sex in Generation : A 
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Letters to Women on Midwifery 

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Chlorosis, Leucorrhea, Fluor Albus, Pro- 
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Hemorrhage, and the General Manage- 
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Shew (Joel, M.D.)— Children, their 
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Sober and Temperate Life. — The 
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Taylor (G. H., M.D.)— The Move- 
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Massage. Giving the Principles 

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The Science of a New Life. By 

John Cowan, M. D. Extra cloth, $3.00. 

Mothers and Daughters.— A Manual 
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Cook, M.D. $1.50. 

Philosophy of the Water-Cure. By 
John Balbirnie, M.D. 50 cents. 

Chronic Diseases. — Especially the 
Nervous Diseases of Women. 25 cents. 

Consumption, its Prevention and 
Cure by the Movement Cure. 25 cents. 

Notes on Beauty, Vigor, and Devel- 
OPMENT ; or, How to Acquire Plumpness 
of Form, Strength of Limb, and Beauty 
of Complexion. Illustrated. 10 cents. 

Tea and Coffee.— Their Physical, 
Intellectual, and Moral Effects on the 
Human System. By Dr. Alcott. New 
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Pregnancy and Childbirth, with 

Cases showing the remarkable Effects of 
Water Treatment in Mitigating the Pains 
and Perils of the Parturient State. 50 cts. 

Tobacco : its Physical, Intellectual, 

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WORKS ON HYGIENE BY R T. TRAjlL, M.D. 



Hydiopathic Encyclopedia. — A Sys- 
tem of Hydropathy and Hygiene. Em- 
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Physiology of the Human Body ; Hygi- 
enic Agencies, and the Preservation of 
Health ; Dietetics and Hydropathic Cook- 
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(Jterine Diseases & Displacements. 
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The Hygienic Hand-Book. — Intend- 
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Illustrated Family Gymnasium — 
Containing the most improved methods 
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Deformities. With illustrations. $1.50. 

The Hydropathic Cook-Book, with 
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Exposition of the Relations of Food to 
Health ; the Chemical Elements and 
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all kinds of Aliments ; the Relative Value 
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Fruits and Farinacea the Proper 
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Vegetable Kingdom. By John Smith, 
With Notes by Trall. $1.50. 

Digestion and Dyspepsia. — A Com- 
plete Explanation of the Physiology of 
the Digestive Processes, with the Symp- 
toms and Treatment of Dyspepsia and 
other Disorders. Illustrated. $1.00. 



The Mother's Hygienic Hand-Book 
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Treatment of their Diseases. $1.00. 

Popular Physiology. — A , Familiar 
Exposition of the Structures, Functions, 
and Relations of the Human System and 
the Preservation of Health. $1.25. 

The True Temperance Platform. — 

An Exposition of the Fallacy of Alcoholic 
Medication, being the substance of ad- 
dresses delivered in the Queen's Concert 
Rooms, London. Paper, 50 cents. 

The Alcoholic Controversy. — A Re- 
view of the Westminster Review on the 
Physiological Errors of Teetotalism. 50 c. 

The Human Voice. — Its Anatomy, 
Physiology, Pathology, Therapeutics, 
and Training, with Rules of Order for 
Lyceums. 50 cents ; cloth, 75 cents. 

The True Healing Art ; or, Hygienic 
vs. Drug Medication. An Address 
delivered before the Smithsonian Institute, 
Washington, D. C. Paper, 25 cents ; 
cloth, 50 cents. 

Water-Cure for the Million. — The 

processes of Water-Cure Explained, Pop- 
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Hygeian Home Cook-Book ; or, 
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Accidents and Emergencies, a guide 
containing Directions for the Treatment 
in Bleeding, Cuts, Sprains, Ruptures, 
Dislocations, Burns and Scalds, Bites of 
Mad Dogs, Choking, Poisons, Fits, Sun- 
strokes, Drowning, etc. By Alfred Smee, 
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